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Emergent Pedagogy in England : A Critical Realist Study of Structure-Agency Interactions in Higher
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This book aims to show how a meta-theory of critical realism can be applied to empirical research about pedagogy in the changing landscape of higher education in England. It provides an introduction to some of the key ideas of critical realism, and its potential to clarify complex issues when used to under-labour empirical research in education. This book draws on a critical realist study of structure/agency interactions in three contrasting higher education institutions. Nine case studies of tutors and lecturers, over the three universities, are considered in order to explore the interplay of global, national and institutional structures and processes in their everyday working lives and the extent of their agency in these settings.
Conceptual approaches to pedagogy are developed through an application of critical realism to the nature of knowledge, human agency and structure-agency interactions against the changing landscape in higher education at global, national and institutional levels. It offers a way out of the current malaise in educational research which appears to be stuck between empiricist reductionism and hermeneutic interpretive positions.
Highlighting the importance of ontological analyses, this book explores a realist approach to learning, pedagogy and knowledge in English higher education and will be of interest to students and scholars of Education, Critical Realism and Philosophy more generally.