This book examines the philosophical, historical, political and
social contexts of research and the implications of these for the
collection and analysis of data. "Researching Education" looks at
the theory and practice of researching education and examines the
philosophical, historical, political and social contexts of
research and the implications of these for the collection and
analysis of data. Scott and Usher argue that while power is ever
present in the construction of research texts, this is inevitable
as research imposes a closure of the world through representations
and thus is always and inevitably involved with and implicated in
the operation of power. The authors provide a theoretical framework
against previously compiled research can be judged to stimulates
further study and consider key questions: What is legitimate
knowledge? What is the relationship between the collection and
analysis of data? How does the researcher's presence in the field
impact on their data? This new edition has been completely revised
to reflect new insights into education research and educational
research methodology and the impact of recent political
initiatives. "Researching Education" is invaluable reading for
educational and social researchers as well as postgraduate and
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