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ERIC Number: EJ832194
Record Type: Journal
Publication Date: 2007-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1175-8708
Beyond Positivism: Embracing Complexity for Social and Educational Change
Lees, Patrick J.
English Teaching: Practice and Critique, v6 n3 p48-60 Dec 2007
This article argues that broader, more open and inclusive scientific and educational discourses are necessary to achieve social justice through the provision of public education. Paradoxically, research and policy trends over the last two decades have constituted a "narrowing" of educational focus, educational response, and educational possibilities in many Western countries. Simplistic, adversarial and exclusionary paradigms serve to perpetuate the apparent impotence of public education to address social inequities, and serve only to limit potential collaboration between educators, researchers, policy-makers and other stakeholders in education (not least, students and families themselves). There is a need to step beyond the binaries and oppositions that characterise standardised and monolithic approaches to education and research, to negotiate shared "spaces of inquiry" in order to understand the complexities of schools as dynamic institutional settings, in order to bring about a more effective and equitable public education system.
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia