Introduction: Beyond impotent criticality in education research?

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

The words critical and criticality are increasingly omnipresent in educational institutions around the world (curricula, course objectives-outcomes, assessment criteria, etc.). They have also become part of decision-makers’ daily bread and butter. However, what these words mean in education, but also in research on education, is very unstable, polysemic, and, sometimes, empty. We all claim to be doing criticality, but we are not always sure what we mean by it—and if we mean the same. In this introduction to the volume I map some of the theoretical and conceptual difficulties of researching about criticality in education. As a way forward, I problematize criticality from an ontological perspective in an attempt to overcome potential vacuums and pitfalls when researching about criticality within education.
Original languageEnglish
Title of host publicationThe Meaning of Criticality in Education Research
Subtitle of host publicationReflecting on Critical Pedagogy
EditorsAshley Simpson, Fred Dervin
Place of PublicationLondon
PublisherPalgrave Macmillan
Chapter1
Pages1-19
Number of pages19
Edition1
ISBN (Electronic)9783030560096
ISBN (Print)9783030560089
DOIs
Publication statusPublished - 27 Nov 2020

Publication series

NamePalgrave Studies in Education Research Methods
PublisherPalgrave Macmillan
ISSN (Print)2662-7345

Keywords

  • criticality
  • education
  • education research
  • power

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