International Handbook of Interpretation in Educational Research
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice
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Paul Smeyers David Bridges Nicholas C. Burbules Morwenna Griffiths Editors
International Handbook of Interpretation in Educational Research
Springer International Handbooks of Education
More information about this series at http://www.springer.com/series/6189
Paul Smeyers • David Bridges • Nicholas C. Burbules • Morwenna Griffiths Editors
International Handbook of Interpretation in Educational Research
Editors Paul Smeyers Faculty of Psychology and Educational Sciences Ghent University and K.U. Leuven Ghent, Belgium Nicholas C. Burbules Department of Educational Policy Organization and Leadership University of Illinois Champaign, IL, USA
David Bridges Faculty of Education University of Cambridge Cambridge, UK Morwenna Griffiths Moray House School of Education University of Edinburgh Edinburgh, UK
ISSN 2197-1951 ISSN 2197-196X (electronic) Springer International Handbooks of Education ISBN 978-94-017-9281-3 ISBN 978-94-017-9282-0 (eBook) DOI 10.1007/978-94-017-9282-0 Library of Congress Control Number: 2014957130 Springer Dordrecht Heidelberg New York London © Springer Science+Business Media Dordrecht 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media B.V. Dordrecht is part of Springer Science+Business Media (www.springer.com)
Contents of Part One
Preface: How the Handbook Came into Being . . . . . . . . . . . . . . . . . . .
xiii
General Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Morwenna Griffiths, David Bridges, Nicholas C. Burbules, and Paul Smeyers
xvii
The Theoretical Landscape Varieties of Interpretation in Educational Research: How We Frame the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nicholas C. Burbules, David Bridges, Morwenna Griffiths, and Paul Smeyers
3
Interpretation, Social Science, and Educational Research . . . . . . . . . . . Deborah Kerdeman
17
Ethical Problems of Interpretation in Educational Research
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