Refraction as a Tool for Understanding Action and Educational Orthodoxy and Transgression

  • Tim Rudd University of Brighton Checkland Building, Falmer, East Sussex
  • Ivor. F. Goodson University of Brighton Checkland Building, Falmer, East Sussex

Resumo

In this paper, we attempt to further develop the concept of ‘refraction’ (GOODSON & RUDD, 2012; RUDD & GOODSON, 2014). Refraction is a conceptual tool intended to support complex and rich methodological and theoretical explorations of educational discourse, systems, policies and practice. It emphasises empirical investigation at the supra, macro, meso and micro levels, providing simultaneous analysis of both structure and agency. From our perspective, refraction is an attempt to provide a more holistic analysis that considers the interconnectedness between structure, agency, ideology and histories and beliefs. We attempt to highlight the ‘axes of refraction’ in relation to UK waves of reform, in order to illustrate the various foci for analysis and spaces and historical moments of refraction.

Biografia do Autor

Tim Rudd, University of Brighton Checkland Building, Falmer, East Sussex
Principal Lecturer, Education Research Centre, University of Brighton Checkland Building, Falmer, East Sussex, BN1 9PH.
Ivor. F. Goodson, University of Brighton Checkland Building, Falmer, East Sussex
Professor of Learning Theory, Education Research Centre, University of Brighton Checkland Building, Falmer, East Sussex, BN1 9PH.
Publicado
2016-04-11
Como Citar
Rudd, T., & Goodson, I. F. (2016). Refraction as a Tool for Understanding Action and Educational Orthodoxy and Transgression. Revista Tempos E Espaços Em Educação, 9(18), 99-110. https://doi.org/10.20952/revtee.v9i18.4968
Seção
Número Temático: Currículo, Ortodoxia e Transgressão