Skip to main content
padlock icon - secure page this page is secure

Conducting and Interpreting Educational Research: A Postmodern Perspective

Buy Article:

$45.00 + tax (Refund Policy)

This article outlines some of the possibilities which might be opened up by adopting a postmodern perspective in conducting and interpreting educational research, and considers the implications of such a perspective for educational policy and practice. The argument is set in the context of current moves in the UK towards increasingly prescriptive classroom practice, driven by closely controlled central policies and punitive inspection procedures. The dominance of visuality and performativity in the evaluation of educational practice and the impact of the concept of ‘evidence-based practice’ on educational research are explored. As an alternative to this instrumental approach to research and practice, the postmodern concept of research as a way to produce ‘different knowledge or to produce knowledge differently’ (St. Pierre, 1997a) is endorsed. The way postmodernism challenges existing ideas of certainty, objectivity, validity and truth, using examples from a range of postmodern writers is examined, and the ways of deconstructing both the texts and the textual silences from which education and educational research are constructed are explored.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: educational research; epistemology; knowledge; postmodernism; qualitative analysis

Document Type: Research Article

Affiliations: University of Sunderland

Publication date: January 1, 2004

More about this publication?
  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Subscribe to this Title
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more