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A Role for Evocative Objects Within Educational Research: Reflective Practice

Barnett, Anthony (2013) A Role for Evocative Objects Within Educational Research: Reflective Practice. In: 12th Annual Educational Doctoral Research Conference, 16th November 2013, University of Birmingham.

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Abstract

This paper focuses on categorisation of educational research. It suggests that a more fragmented landscape would provide a more equitable foundation for evaluating quality of educational research. A superordinate category of generative social research is identified as a more appropriate encompassing context for the creative analytic paradigm (CAP) which elevates the role of elaborative interpretation during an encounter with surface details of experience. The merging of knowing and being/becoming – in – relation – to evocative objects is identified as central to the CAP as process. The illustrative example of a pictorial timetable located within a reading area in a Reception class begins to illustrate the CAP aim of raising insignificant details of experience to significance. Concepts of satellite topic, conceptual canvas and personal aesthetic are also referred to.

Item Type: Conference or Workshop Item (Paper)
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Uncontrolled Keywords: innovative social research, categorisation of research, educational research, Creative Analytic Paradigm
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Academic Departments > Institute of Education
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Copyright Info: School of Education, University of Birmingham
Depositing User: Anthony Barnett
Date Deposited: 02 Jul 2015 12:44
Last Modified: 02 Jul 2015 12:44
URI: https://eprints.worc.ac.uk/id/eprint/3775

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