Book chapter
Meditations on experience
The Handbook of Critical Theoretical Research Methods in Education, pp.336-354
Routledge
2021
DOI: 10.4324/9780429056963-22
Abstract
This chapter is the story of my ontological and epistemological journey as a researcher in a study on convivencia —the ideal of living together in harmony in diverse societies—as a technology of modern governmentality in the making of the other in contemporary education in Spain (Hernando-Llorens, 2019). It is the story of learning to do what I was told “good” research was about: letting your data “speak” to theory (Denzin, 2009). This chapter is situated in the “empirical turn” in the postfoundational methodologies in education, without lapsing into empiricism and within the postfoundational and feminist tradition in educational research (Britzman, 1997; Koro-Ljungberg, 2015; Lather, 2009; St Pierre & Pillow, 2000). My research contributes to the call of Elizabeth St. Pierre and Wanda S. Pillow’s (2000) to “work the ruins” after the postmodern and postfoundational shift in educational research in the 1980s and 1990s. I do so by depicting how I got my hands dirty, so to speak, with archival and ethnographic data (interviews, participant observation, focus groups, and so on), a task that was placed in the postmodernism’s empirical turn, “where theoretical concerns increasingly have become expressed in investigations of an empirical kind” (Seidman & Alexander, 2020, p. 23).
Details
- Title: Subtitle
- Meditations on experience
- Creators
- Belén Hernando-Lloréns
- Resource Type
- Book chapter
- Publication Details
- The Handbook of Critical Theoretical Research Methods in Education, pp.336-354
- Publisher
- Routledge; New York, NY
- DOI
- 10.4324/9780429056963-22
- Language
- English
- Date published
- 2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984528089402771
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