Education, Culture and Epistemological Diversity Mapping a Disputed
In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pu
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CONTEMPORARY PHILOSOPHIES AND THEORIES IN EDUCATION Volume 2 Series Editors Jan Masschelein, University of Leuven, Belgium Lynda Stone, University of North Carolina, USA Editorial Board Gert Biesta, Stirling University, UK David Hansen, Columbia University, USA Jorge Larossa, Barcelona University, Spain Nel Noddings, Stanford University, USA Roland Reichenbach, Basel University, Switzerland Naoko Saito, Kyoto University, Japan Paul Smeyers, Ghent University & University of Leuven, Belgium Paul Standish, University of London, UK Sharon Todd, Stockholm University, Sweden Michael Wimmer, Hamburg University, Germany Scope of the Series Contemporary Philosophies and Theories in Education signifies new directions and possibilities out of a traditional field of philosophy and education. Around the globe, exciting scholarship that breaks down and reformulates traditions in the humanities and social sciences is being created in the field of education scholarship. This series provides a venue for publication by education scholars whose work reflect the dynamic and experimental qualities that characterize today’s academy. The series associates philosophy and theory not exclusively with a cognitive interest (to know, to define, to order) or an evaluative interest (to judge, to impose criteria of validity) but also with an experimental and attentive attitude which is characteristic for exercises in thought that try to find out how to move in the present and how to deal with the actual spaces and times, the different languages and practices of education and its transformations around the globe. It addresses the need to draw on thought across all sorts of borders and counts amongst its elements the following: the valuing of diverse processes of inquiry; an openness to various forms of communication, knowledge, and understanding; a willingness to always continue experimentation that incorporates debate and critique; and an application of this spirit, as implied above, to the institutions and issues of education. Authors for the series come not only from philosophy of education but also from curriculum studies and critical theory, social sciences theory, and humanities theory in education. The series incorporates volumes that are trans- and inner-disciplinary. The audience for the series includes academics, professionals and students in the fields of educational thought and theory, philosophy and social theory, and critical scholarship. For further volumes: http://www.springer.com/series/8638
Claudia W. Ruitenberg s D.C. Phillips Editors
Education, Culture and Epistemological Diversity Mapping a Disputed Terrain
With the Participation of Lorraine Code Jon Levisohn Harvey Siegel Lynda Stone
Editors Claudia W. Ruitenberg Department of Educational Studies Faculty of Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada [email protected]
D.C. Phillips School of Education Stanford University 485 Lasuen Mall Stanford, CA 94305-3096 USA [email protected]
ISBN 978-94-007-2065-7 e-ISBN 978-94-00
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