This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship and readership are given an airing.

This text is a collection of case studies and readings on the subject of doing research in education. It takes a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship and readership are given an airing.

What are the critical gaps in thinking about reflexivity and social research? How is reflexive practice shaped by the contexts and cultures in which researchers work? How might research practice respond to twin demands of excellence and relevance in the knowledge-based economy? Thinking reflexively about the inter-relationships between social research and societal practices is all the more important in the so-called knowledge economy. Developing reflexive practices in social research is not achieved through applying a method. Where and how researchers work is fundamental in shaping the capacities and capabilities to produce research as content and context lie in a dynamic interaction. This book not only provides a history of reflexive thought, but its consequences for the practice of social research and an understanding of the contexts in which it is produced. It provides critical insights into the implications of reflexivity through a discussion of positioning, belonging and degrees of epistemic permeability in disciplines. It is also highly innovative in its suggestions for ways forward in research practice through the introduction of active intermediaries. Overall, the book offers an exciting new position on reflexive research that will generate much debate through its successful achievement of two difficult feats: providing essential reading for orientations on reflexivity and social research in the twenty-first century and making a landmark contribution to thinking and practice in the field. Social Research and Reflexivity is suitable for advanced undergraduates, postgraduates and social researchers in general across a number of disciplines including geography, social research, management and organizations; economics, urban studies, sociology, social policy, anthropology and politics, as well as science and technology studies.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the authorÕs personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights.

A comprehensive anthology that helps deepen students' thinking about their qualitative research purposes, questions, and decision-making.

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times policy theory and method policy and equity. Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.