Review
"With wonderful clarity Maggie MacLure shows how deconstructionism opens new avenues of critical inquiry and understanding for educational researchers. In exposing the hidden, ideological side of terms like clarity, certainty, mastery and relevance she allows us to see schooling and educational policy in new ways. In so doing she allows us to imagine classrooms as liberating, pedagogical places, as places where new forms of desire, knowledge, and learning take place" - Norman K. Denzin, University of Illinois at Urbana- Champaign
Product Description
This book is both practical and provocative. It demonstrates the insights and the challenges of a discourse-based orientation to educational and social research. Drawing on a variety of educational and social science 'texts' - including press articles, life history interviews, parent-teacher consultations, policy debates and ethnographies - the author shows how knowledge, power, identities and realities are constructed and problematised in discourse.
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