The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy

Ashley Simpson; Fred Dervin

doi:10.1007/978-3-030-56009-6

The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy

Ashley Simpson (Editor), Fred Dervin (Editor)

Research output: Book/Report › Book

Abstract / Description of output

This book explores, and problematizes, what it means to be ‘critical’ in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education.

Original language	English
Place of Publication	London
Publisher	Palgrave Macmillan
Number of pages	228
Edition	1
ISBN (Electronic)	9783030560096
ISBN (Print)	9783030560089
DOIs	https://doi.org/10.1007/978-3-030-56009-6
Publication status	Published - 27 Nov 2020

Publication series

Name	Palgrave Studies in Education Research Methods
Publisher	Palgrave Macmillan
ISSN (Print)	2662-7345

Keywords / Materials (for Non-textual outputs)

criticality in education
critical thinking
heteroglossia in education
voices in education

Access to Document

10.1007/978-3-030-56009-6

1 Chapter (peer-reviewed)

Introduction: Beyond impotent criticality in education research?
Simpson, A., 27 Nov 2020, The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy. Simpson, A. & Dervin, F. (eds.). 1 ed. London: Palgrave Macmillan, p. 1-19 19 p. (Palgrave Studies in Education Research Methods).
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Cite this

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title = "The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy",

abstract = "This book explores, and problematizes, what it means to be {\textquoteleft}critical{\textquoteright} in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education. ",

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AB - This book explores, and problematizes, what it means to be ‘critical’ in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education.

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The Meaning of Criticality in Education Research: Reflecting on Critical Pedagogy

Abstract / Description of output

Publication series

Keywords / Materials (for Non-textual outputs)

Access to Document

Fingerprint

Research output

Introduction: Beyond impotent criticality in education research?

Cite this