Educational Research: Ethics, Social Justice, and Funding Dynamics
暫譯: 教育研究：倫理、社會正義與資金動態
Smeyers, Paul, Depaepe, Marc
- 出版商: Springer
- 出版日期: 2018-12-29
- 售價: $4,440
- 貴賓價: 9.5 折 $4,218
- 語言: 英文
- 頁數: 295
- 裝訂: Quality Paper - also called trade paper
- ISBN: 3030088855
- ISBN-13: 9783030088859
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商品描述
This book examines the conduct and purposes of educational research. It looks at values of researchers, at whose interests are served by the research, and the inclusion or exclusion of practitioners and subjects of research. It asks if educational research should be explicitly committed to promoting equality and inclusion, and whether that requires research to be more aware of the cultural and global contexts of research questions. It explores the ethical challenges encountered in the conduct of research and the potential ethical and social justice constraints imposed by comparative research rankings. Next, it discusses the research funding aspects of the above issues both philosophically and historically, thus examining the changing sources, patterns, and effects of educational research funding over time. Since the conduct of most educational research increasingly requires institutional and financial support, the question is whether funding shapes the content of research, and what counts as research. The book discusses if funding is a factor in the shift of efforts of researchers from pure or basic research to more applied research, and if it encourages the development of large research teams, to the detriment of individual scholars. It looks at the ownership of the content, results, and data of publicly funded research. Finally, it tries to establish whether scholars solicit funding to support research projects, or generate research projects to attract funding.
This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community Philosophy and History of the Discipline of Education: Purposes, Projects, and Practices of Educational Research.
商品描述(中文翻譯)
這本書探討了教育研究的進行方式和目的。它關注研究者的價值觀、研究服務於誰的利益，以及實踐者和研究對象的納入或排除。它詢問教育研究是否應明確致力於促進平等和包容，這是否需要研究對研究問題的文化和全球背景有更深的認識。它探討了在研究進行過程中遇到的倫理挑戰，以及比較研究排名所施加的潛在倫理和社會正義限制。接下來，它從哲學和歷史的角度討論了上述問題的研究資金方面，從而檢視教育研究資金隨時間變化的來源、模式和影響。由於大多數教育研究的進行越來越需要機構和財務支持，因此問題在於資金是否塑造了研究的內容，以及什麼算作研究。這本書討論了資金是否是研究者從純粹或基礎研究轉向更應用研究的因素，以及它是否促進了大型研究團隊的發展，從而損害了個別學者的利益。它還探討了公共資助研究的內容、結果和數據的所有權。最後，它試圖確定學者是為了支持研究項目而尋求資金，還是為了吸引資金而產生研究項目。
本出版物以及在本書初步頁面中提到的出版物，均由研究社群「教育學科的哲學與歷史：教育研究的目的、項目和實踐」實現。
作者簡介
Paul Smeyers is Professor at Ghent University and at KU Leuven, both in Belgium, and Honorary Professor at Stellenbosch University (South Africa). He teaches philosophy of education and methodology of the Geisteswissenschaften (Qualitative/Interpretative Research Methods). He is the author of numerous articles focusing on Wittgenstein's relevance for philosophy of education, on postmodernism, and on issues of the methodology of educational research. He is President of the International Network of Philosophers of Education and link-convenor for Network 13, Philosophy of Education, European Educational Research Association. He is the Editor of Ethics and Education (Taylor and Francis). Together with Nigel Blake, Richard Smith, and Paul Standish he co-authored three books, Thinking Again, Education in an Age of Nihilism, The Therapy of Education, and with Michael Peters and Nick Burbules Showing and Doing. With Marc Depaepe he co-edited the series Educational Research (Springer, thus far 10 books). Recent publications include a co-authored book with Richard Smith (Making Sense of Education and EducationalRresearch, Cambridge University Press, Cambridge, 2014), a collection co-edited with David Bridges, Morwenna Griffiths, and Nick Burbules (International handbook of interpretation in educational research methods, 2 vols., Springer, 2015) and a collection he edited for Springer, International Handbook of Philosophy of Education (2 volumes, to be published in 2018). His latest work focuses anew on Wittgenstein's legacy for philosophy of education. Some of that is included in the collection edited by Michael Peters and Jeff Stickney (A Companion to Wittgenstein on Education. Springer, 2017). Attention to Smeyers' contributions in this area are discussed in the Foreword (David Bakhurst), the introductory chapter (Editors), and in a separate chapter by Paul Standish of this collection.
Marc Depaepe is Professor of History of Education and History of Psychology at the KU Leuven, campus Kulak (Flanders, Belgium). Deputy Vice-Chancellor at the KU Leuven, responsible for the campuses at Kortrijk (Kulak), Bruges and Ostend between (2013-2017). Co-editor-in-chief of Paedagogica Historica, since 2005. Former Secretary (1989-1991) and Chairman (1991-1994) of the "International Standing Conference for the History of Education" (ISCHE). Former President of the "Belgian Dutch Society for the History of Education" (BNVGOO) (1998-2002) and Vice-president of the "Internationale Gesellschaft für Historische und Systematische Schulbuchforschung" (IGHSSF) in Germany (1997-2008). Member of the Board of directors of the International Academy of Education (IAE), since 2012. Published and co-published abundantly on the history of education. His selected readings, Between Educationalization and Appropriation, were published in 2012. In 2015 he was awarded a honorary doctorate at the University of Latvia in Riga.
作者簡介(中文翻譯)
保羅·斯梅耶斯是比利時根特大學和魯汀大學的教授，同時也是南非斯坦陵布什大學的名譽教授。他教授教育哲學和人文科學的方法論（質性/詮釋性研究方法）。他撰寫了許多文章，專注於維根斯坦對教育哲學的相關性、後現代主義以及教育研究方法論的問題。他是國際教育哲學家網絡的主席，並擔任歐洲教育研究協會第13網絡（教育哲學）的聯絡召集人。他是倫理與教育（泰勒與弗朗西斯）的編輯。與奈傑爾·布雷克、理查德·史密斯和保羅·斯坦迪什共同撰寫了三本書，分別是再思考：在虛無主義時代的教育、教育的療法，以及與邁克爾·彼得斯和尼克·伯布爾斯合著的展示與實踐。與馬克·德帕佩共同編輯了教育研究系列（施普林格，目前已出版10本）。最近的出版物包括與理查德·史密斯合著的書籍理解教育與教育研究（劍橋大學出版社，劍橋，2014年）、與大衛·布里奇斯、莫文娜·格里菲斯和尼克·伯布爾斯共同編輯的合集（教育研究方法詮釋的國際手冊，2卷，施普林格，2015年）以及他為施普林格編輯的合集教育哲學國際手冊（2卷，將於2018年出版）。他最新的研究再次聚焦於維根斯坦對教育哲學的遺產。其中一些內容收錄在邁克爾·彼得斯和傑夫·斯蒂克尼編輯的合集中（維根斯坦與教育的伴侶，施普林格，2017年）。斯梅耶斯在這一領域的貢獻在前言（大衛·巴赫赫斯特）、導言（編輯）以及保羅·斯坦迪什在此合集中的獨立章節中都有討論。
馬克·德帕佩是魯汀大學庫拉克校區（比利時弗蘭德斯）教育史和心理學史的教授。曾擔任魯汀大學的副校長，負責科爾特賴克（庫拉克）、布魯日和奧斯滕德校區（2013-2017）。自2005年以來擔任《教育史學報》的共同主編。曾任「國際教育史常設會議」（ISCHE）的秘書（1989-1991）和主席（1991-1994）。曾任「比利時荷蘭教育史學會」（BNVGOO）主席（1998-2002）及德國「國際歷史與系統性教科書研究學會」（IGHSSF）副主席（1997-2008）。自2012年以來是國際教育學院（IAE）董事會成員。關於教育史的著作和合著作品豐富。他的選讀書籍在教育化與佔有之間於2012年出版。2015年，他在拉脫維亞里加大學獲得榮譽博士學位.
