The role of values in educational research: the case for reflexivity

Abstract

This article explores the meanings involved in the development and implementation of learning and teaching policies in higher education through a single institution case study in an English university. It draws on interview data collected from middle manager‐academics, located in Schools, who are charged with implementing learning and teaching policies. Tensions and contradictions of practice emerged from a detailed analysis of the data identified through three closely related themes: centre/periphery, time and temporality, and disciplinary locations. The central theme, which frames the discussion of the other two, concerns relations between centre and periphery. The manager‐academics identify themselves with the interests of their colleagues within Schools and use their position to mediate between central pressures and practice on the ground. Rather than identifying with managerialist practices, they rely on projected ideals of collegiality in their relationships with School colleagues. At the core of these experiences are differing conceptions of time in the centre/periphery relationship. Different experiences of temporality, tempo, and timing are explored from the manager‐academics' perspective. There is considerable tension between time understood on the ground and the time‐scales of central learning and teaching initiatives. The final theme concerns the organising role of disciplinary identities in articulating meaning at the periphery. Innovations appear rooted in disciplinary practice and some tensions exist between these and perceptions of educational theory and development. The article suggests that these contradictions and tensions might be a source of strength to the institution rather than having negative effects. It concludes with some reflections on the importance of time to the development of educational theory.

Inclusion de la diversité culturelle dans un modèle multifactoriel de la représentation d’une bonne école chez les étudiants-maîtres québécois

“…On peut citer Buidin et al (2000) avec des valeurs intimes, matérialistes et prosociales, puis Royer, Pronovost et Charbonneau (2004) qui parlent plutôt de valeurs de légitimité, de valeurs d'action et de valeurs personnelles. Greenbank (2003) a analysé comment différentes valeurs influencent la recherche en éducation. Pour ce faire, il a adopté une approche de terrain utilisant une triangulation de méthodes rigoureuses pour mettre en évidence les valeurs dans la recherche en éducation.…”

“…Les recherches ont fait ressortir que l'approche qualitative a fait l'objet de critiques, car les méthodes quantitatives sont plus avantageuses dans la reconnaissance de l'impact des valeurs (Boyd, 2000;Carr, 2000;Greenbank, 2003;Humphries, 1997;Nisbet, 2000). Greenbank (2003) souligne l'interaction complexe des valeurs qui exercent un réel impact sur la recherche en éducation.…”

“…Greenbank (2003) souligne l'interaction complexe des valeurs qui exercent un réel impact sur la recherche en éducation. Selon lui, la compétence et les valeurs personnelles influencent la position épistémologique et ontologique adoptée par le chercheur.…”

“…Ces valeurs permettent de prédire des comportements particulièrement lorsque les individus réfléchissent ou formulent des jugements (Rohan, 2000;Torelli et Kaikati, 2009). Les différentes valeurs adoptées par les futurs maîtres forment des ensembles cohérents et hiérarchisés en catégories comme des valeurs personnelles, sociales et collectives, morales et éthiques (Bréchon, 2000;Greenbank, 2003;Rocher, 1969;Rokeach, 1979;Royer et al, 2004). Elles sont un maillon d'influence qui exerce un impact dans le processus de représentation.…”

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

“…As per the recommendations of Greenbank (2003) and Smagorinsky (2008), evidence running counter to the data corpus and values of the researcher was also considered. During multiple readings of the initial data set, preliminary evidence was confirmed or refuted, prior to expanding and/or collapsing selected categories.…”