Transforming place, space and inner terrain in three fields of adult education research

Danaher, Patrick Alan and Tyler, Mark A. and Arden, Catherine H. (2008) Transforming place, space and inner terrain in three fields of adult education research. In: Troubling terrains: tactics for traversing and transforming contemporary educational research. Post Pressed, Brisbane, Australia, pp. 107-118. ISBN 9781921214318

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Abstract

Three fields of specialisation making up the landscape of adult education research are the regeneration of regional communities, the changing work of academics and the identities of teachers in Australia. Using the conceptual resources of place, space and inner terrain as lenses – in combination with the ethnographic notions of ‘emic’ and ‘etic’ for an additional perspective – the authors suggest ways of designing and conducting research that open the shifting sands of the three fields to interested scrutiny. This process is a necessary pathway towards disrupting current inequities and creating more transformative locations within the troubling terrain that is adult education research.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author retains copyright. Copies held in USQ Library at call no. 370.72 Tro.
Depositing User: Mr Mark Tyler
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 08 May 2009 02:01
Last Modified: 03 Oct 2014 02:45
Uncontrolled Keywords: adult education; transformative; regional communities; education research; ethnography
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
16 Studies in Human Society > 1604 Human Geography > 160499 Human Geography not elsewhere classified
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/5203

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