Critical Communicative Methodology: including vulnerable voices in research through dialogue

Autor:	Puigvert, L., Christou, Miranda, Holford, J.
Rok vydání:	2012
Předmět:	Inequality media_common.quotation_subject Critical communicative methodology Education Epistemology Educational research Politics Social transformation Pedagogy Communicative action Social exclusion Sociology Inclusion (education) media_common
Zdroj:	Cambridge Journal of Education Camb.J.of Educ. Scopus
ISSN:	1469-3577 0305-764X
DOI:	10.1080/0305764x.2012.733341
Popis:	This article describes how Critical Communicative Methodology (CCM) has been used successfully to analyse educational inequalities in ways that generate real transformation towards social justice. We begin by arguing that educational research today should employ new methodological approaches that can ensure the inclusion of different voices in social science research and the production of knowledge that transforms social exclusion. We then analyse the main epistemological positions of CCM, based on Habermas’ communicative action theory, and explain how it was implemented in the European Union-funded INCLUD-ED project. Finally, we illustrate how INCLUD-ED has had a social and political impact and we argue that research with vulnerable groups, based on the principles of CCM, can generate social and educational transformation. Cited By :20; Article in Press
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::72cf851e4a0dc31c6ba682fd89829ef1 https://doi.org/10.1080/0305764x.2012.733341 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
Nepřihlášeným uživatelům se plný text nezobrazuje	K zobrazení výsledku je třeba se přihlásit.