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Body Matters: Innovative Epistemological Approaches to Scientific and Practical Knowledge in Pedagogy
Linnaeus University, Faculty of Social Sciences, Department of Education. (Tacit Dimensions of Pedagogy)ORCID iD: 0000-0003-0328-1971
Sheffield Hallam University, UK.
Universität Graz, Austria.
2017 (English)In: Presented at: 46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Investigating educational realities by referring to descriptive concepts and definitions and doing work on the empiricism of their shaping-ups in educational realities seems to be the dominant mode of today´s educational investigations. Moreover, representing research results in quantities, metrics and numbers is often seen as the major advantage in scientific research, and as guaranteeing accountability and governance. However, there is no proof that such research serves the further development of reflexivity in the pedagogical fields (cp. Gruschka 2011). On the first glance this seems to be inconsistent, because at the same time there is scientific evidence about the success factors and the good prospects of the models proved by statistics.

This contribution departs from the hypothesis that this evidence is based on false presuppositions. This is to say, the performative accounts of education overshadow the fact that educational practices are ruled by the processing of knowledge, e.g. by materiality and contexts. That is to say, pedagogical concepts are not merely applied, but they are formed out, developed and challenged by practices under specific conditions and with pedagogical or non-pedagogical intentions. It is argued that one can grasp the epistemological dimensions of practices by referring to the concept of the human body. This reference provides central process criteria of practices with educational and didactical intentions. 

Place, publisher, year, edition, pages
2017.
Keywords [en]
Displacement, Non-Site, English Language Didactics
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68309OAI: oai:DiVA.org:lnu-68309DiVA, id: diva2:1148654
Conference
46th European Conference on Educational Research ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research", 22-25 Aug, Copenhagen
Projects
Tacit Dimensions of PedagogyAvailable from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-11-03Bibliographically approved

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CiteExportLink to record
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Output format
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