|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and Continental construction of the field|
|Authors:||Biesta, G J J|
history of education
|Citation:||Biesta GJJ (2011) Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and Continental construction of the field, Pedagogy, Culture and Society, 19 (2), pp. 175-192.|
|Abstract:||In the English-speaking world educational research is often conceived as the interdisciplinary study of educational processes and practices. Hence research in education strongly relies on theoretical input from a range of different academic disciplines. What is virtually absent in this construction of the field is the idea of education as an academic discipline in its own right. The latter idea does however play a prominent role in the way in which the field of educational studies has developed on the Continent, particularly in the German-speaking world. In this paper I compare these two constructions of the field in order to understand why the field has developed so differently in different contexts. Comparing the different traditions raises some important questions about the theoretical resources available for the study of education; questions that are still important for the study of education today.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Biesta_PedCult&Soc_2011.pdf||145.19 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.