Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3278
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dc.contributor.authorEdwards, Richard-
dc.date.accessioned2016-10-07T20:42:11Z-
dc.date.issued2012-07-
dc.identifier.urihttp://hdl.handle.net/1893/3278-
dc.description.abstractThis article provides a material enactment of educational theory to explore how we might do educational theory differently by defamiliarising the familiar. Theory is often assumed to be abstract, located solely in the realm of ideas and separate from practice. However, this view of theory emerges from a set of ontological and epistemological assumptions of separating meaning from matter that are taken to be foundational, when this need not be the case. Drawing upon what variously might be termed materialist, performative or post-human positions, the article suggests that it is possible to re-enact theory as a matter-ing practice – of matter and meaning. The assumption of a separation that divides theory from practice is challenged in this article, which suggests that theory matters by being entangled with the material and that a separation of matter from meaning is an effect. This approach enacts things as matters of concern by contrast with the representation of objects as matters of fact. In this way, educational theory becomes a form of responsible experimentation rather than simply a representation of others. Some implications for education are outlined.en_UK
dc.language.isoen-
dc.publisherWiley-Blackwell / Philosophy of Education Society of Australasia-
dc.relationEdwards R (2012) Theory matters: representation and experimentation in education, Educational Philosophy and Theory, 44 (5), pp. 522-534.-
dc.rightsThe 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.-
dc.subjectTheoryen_UK
dc.subjectExperimentationen_UK
dc.subjectRepresentationen_UK
dc.subjectMaterialityen_UK
dc.subjectEducational Researchen_UK
dc.subject.lcshEducation Research-
dc.subject.lcshEducation Practice-
dc.titleTheory matters: representation and experimentation in educationen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1111/j.1469-5812.2010.00719.x-
dc.citation.jtitleEducational Philosophy and Theory-
dc.citation.issn0013-1857-
dc.citation.volume44-
dc.citation.issue5-
dc.citation.spage522-
dc.citation.epage534-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailr.g.edwards@stir.ac.uk-
dc.contributor.affiliationEducation-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000305122500006-
Appears in Collections:Faculty of Social Sciences Journal Articles

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