خلاصه ماشینی:
"I focus in particular on the popular genre of the crime story, in order to demonstrate that strategically positioned readings of crime fiction can inform our understandings of storytelling practices in educational inquiry Narrative experiments and intertextual turns The methodology I outline and exemplify here is informed by the narrative and textual ‘turns’ in the humanities and social sciences, with particular reference to poststructuralist and deconstructive approaches to literary and cultural criticism.
The notion that critical research in education ‘tells us something that we have always been close to knowing’ is captured by Reid’s (1981a) characterisation of curriculum inquiry conducted in this vein: The assumptions underlying such work… are: that no worthwhile curriculum improvement is possible without a radical transformation of social and political institutions; that abstract concepts like ‘class’, ‘capitalism’ or ‘hegemony’ are, in some way, ‘real’ and provide the key to what is wrong with society; that the needed remedies are already known, at least in principle, and that the function of research and theorising is to increase the power of already known facts (p.
The literature of educational inquiry is replete with examples of researchers not understanding what they come to conclusions about, lured by the possibility of telling ‘one true story’ and encouraged by the cultural pervasiveness of detective stories as intertextual models of how research should be narrated."