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ERIC Number: EJ908418
Record Type: Journal
Publication Date: 2010-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1744-9642
The Conflict of the Faculties: Educational Research, Inclusion, Philosophy and Boundary Discourses
Papastephanou, Marianna
Ethics and Education, v5 n2 p99-116 Jul 2010
The aim of this article is to examine ways in which localized research runs the risk of becoming a boundary discourse in a negative sense. The exaggerated emphasis on immanent critique, contextualization and incommensurability may lead discourse and disciplines to an isolationist self-understanding that leaves unchallenged or even entrenches existing discursive hegemonies. Or, it may side with the kind of facile and hasty fusion of discourses and disciplines that ignores epistemic demands and concerns for validity and semantic accuracy. That is, it may overlook the necessity for positively understood discursive boundaries. Clearly demarcated, a-porous boundaries block osmosis and fruitful exchange and facilitate what is called here "stronghold fortification". And they make common cause with a disregard for all boundaries, i.e. with what is called here "frame demolition". Discourses of educational research, and particularly of "special" "versus" "inclusive" education, supply examples that are all the more telling since the very possibility of pedagogy reminds us that relativism is not an option here. To discuss interdisciplinarity and discursivity with an eye to such risks, I refer to Habermas' outlook on the position of philosophy after Kant alongside Derrida's rethinking of the right to philosophy--a rethinking that is grounded in a reading of Kant's cosmopolitical point of view. (Contains 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A