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Inclusive education research and phenomenology

Bourke, Patricia E. (2007) Inclusive education research and phenomenology. In Jeffery, Peter L. (Ed.) Australian Association for Research in Education. Research impacts: Proving or improving?, 25 - 29 November, 2007, Fremantle, Western Australia. (Unpublished)

Abstract

Abstract Current debates about ‘quality’ and ‘impact’ in educational research are prompting members of the educational research community to ask whether the distinctive nature and purpose of educational research diminishes its suitability for delivering measurable outcomes, or results that can be predicted or manipulated. Education is a complex concept involving notions of personhood, learning and teaching. Many different approaches and methods are needed to ensure that the educational field is enriched by research that is comprehensive i.e. covering empirical, analytical or theoretical aspects of a field of human endeavour that is constantly changing and developing. Especially in most complex contexts such as inclusive education, as new socio-cultural theories inform the field, traditional epistemologies of ‘special education’ and its positivistic methods of inquiry are being supplemented by qualitative methods, which have gained credibility as valid research tools in education and psychology, and nursing. This paper contends that qualitative research using a phenomenological approach can provide insights into essential meanings of fundamental phenomena within the inclusive education context by exploring the lived experiences of participants in the field.

Impact and interest:

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ID Code: 12225
Item Type: Conference Paper
Additional URLs:
Keywords: Inclusive education, phenomenology, educational research, special education
ISSN: 1324-9339
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > PHILOSOPHY (220300) > Phenomenology (220310)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 AARE and Patricia E. Bourke
Deposited On: 25 Jan 2008
Last Modified: 09 Jun 2010 22:55

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