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ERIC Number: ED442833
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rethinking Inquiry: Toward a Poststructuralist Analytics of Knowledge Production Education.
Shultz, Greta S.
This paper calls for a re-examination of the epistemological building blocks on which multiple forms of educational inquiry rest, shifting from the contextualizing to the retextualizing of knowledge, moving from paradigmatic and humanist analyses to discursive strategies, and de-emphasizing "voices" to accentuate instead the multiple logical and rhetorical "languages" being spoken. By attending to the performativity of educational discourse, its productivity and effects, it will no longer be necessary to attribute motivation, purpose, or conspiracy to the agents of humanism (authors, researchers, teachers, and administrators). Making visible the mechanics of knowledge production in education provides an analytical purchase to conceive and execute alternatives. The categories, classifications, and epistemological building blocks that constitute the subjects and objects of discourse predetermine the form and performativity of reform efforts directed at public education. (Contains 54 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A