Educational Research in the Age of Anthropocene

Educational Research in the Age of Anthropocene

Vicente Reyes, Jennifer Charteris, Adele Nye, Sofia Mavropoulou
Release Date: September, 2018|Copyright: © 2019 |Pages: 352
DOI: 10.4018/978-1-5225-5317-5
ISBN13: 9781522553175|ISBN10: 1522553177|EISBN13: 9781522553182
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Description & Coverage
Description:

The current geological age has had a profound effect on the relationship between society and nature, and it raises new issues for researchers. It is important for educational research to engage with the politics of knowledge production and address the ecological, economic, and political dynamics of the Anthropocene era.

Educational Research in the Age of Anthropocene is a pivotal reference source that provides vital research on the impact of educational research paradigms through the dynamic interaction of human society and the environment. While highlighting topics such as human consciousness, complexity thinking, and queer theory, this publication explores the historical trends of theories, as well as the context in which educational models have been employed. This book is ideally designed for professors, academicians, advanced-level students, scholars, and educational researchers seeking current research on the contestability of educational research in contemporary environments.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Adult Research
  • Arts-Based Research
  • Complexity Thinking
  • Human Consciousness
  • Narrative Inquiry
  • Positivism
  • Posthumanism
  • Queer Theory
  • Research Policy
  • Social Justice
  • Sociology
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Editor/Author Biographies
Vicente Chua Reyes, Jr., Dr., is with the School of Education, University of Queensland, Australia. He is a Fellow of the Centre for Chinese Studies of the Republic of China and the National Taiwan Normal University and the University of Macau. He is also a visiting academic at the Institute of Education, University of London. His latest book with Routledge (2016) is entitled “Mapping the Terrain of Education Reform: Global Trends and Local Responses in the Philippines
Jennifer Charteris is a Senior Lecturer of Pedagogy and has been working in the University of New England School of Education since 2013. She conducts research associated with the politics of teacher and student learning and identity formation. Critical, poststructural and posthuman theories influence much of her work and she is interested in how theories of affect and materiality can be used to inform education research. She researches in collaboration with educational leaders, teachers and students.
Adele Nye is member of the Education Contexts group within the School of Education. Adele is currently the Higher Degree Research (HDR) Coordinator within the School. Her research is primarily focused on the teaching of History in Universities in Australia and, more recently, the UK. Adele is co-editor (with Professor Jennifer Clark) of the book Teaching the Discipline of History in an Age of Standards (2018). Additionally, Adele is interested in exploring and promoting the collaborative practices and opportunities for research within Higher Education. Her teaching at UNE is centred on qualitative research methods with pre-service teachers, the internship program and the Enhanced Teacher Training (ETT) scholarship program.
Sofia Mavropoulou, Dr., is Senior Lecturer in the School of Early Childhood and Inclusive Education and Study Area Coordinator for Inclusive Education (in the Master of Education) in the Faculty of Education at the Queensland University of Technology (Australia). Sofia has extensive teaching experience in preservice, in-service and postgraduate education programs in universities located in Europe and Australia. Using quantitative and qualitative methods, Sofia (as chief investigator and associate researcher) has conducted research in the area of autism with funding from the Greek Government and the European Union. Sofia serves as an associate editor of the International Journal of Special Needs Education and the Journal of Policy and Practice in Intellectual Disabilities.
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