British Journal of Educational Studies 43 (3):255 (1995)
Abstract |
This paper discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a 'technical rationalist' approach (as evidenced in the case of much research on educational management and school effectiveness) towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.
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Reprint years | 1998 |
DOI | 10.2307/3121983 |
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References found in this work BETA
Technologies of the Self: A Seminar with Michel Foucault.Michel Foucault, Luther H. Martin, Huck Gutman & Patrick H. Hutton (eds.) - 1988 - University of Massachusetts Press.
Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
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Citations of this work BETA
The Product of Text and 'Other' Statements: Discourse Analysis and the Critical Use of Foucault.Linda J. Graham - 2011 - Educational Philosophy and Theory 43 (6):663-674.
Should Social Science Be Critical?Martyn Hammersley - 2005 - Philosophy of the Social Sciences 35 (2):175-195.
Academics and Practitioners: Nurses as Intellectuals.Colin A. Holmes - 2002 - Nursing Inquiry 9 (2):73-83.
New Labour and School Leadership 1997–2007.Helen Gunter & Gillian Forrester - 2008 - British Journal of Educational Studies 56 (2):144 - 162.
The Field of Educational Leadership: Studying Maps and Mapping Studies.Helen Gunter & Peter Ribbins - 2003 - British Journal of Educational Studies 51 (3):254 - 281.
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