Walking the labyrinth: a metaphorical understanding of approaches to metaphors for, in and of education research

Midgley, Warren and Trimmer, Karen (2013) Walking the labyrinth: a metaphorical understanding of approaches to metaphors for, in and of education research. In: Metaphors for, in and of education research. Cambridge Scholars Publishing, Newcastle Upon Tyne, United Kingdom, pp. 1-9. ISBN 978-1-4438-4398-0


In the literature on education research, the word labyrinth is often employed to refer to complexity in processes and/or contexts, most commonly with negative connotations: a place of dead-ends and frustrations. This chapter draws on a model of the unicursal labyrinth, a design known since the Bronze Age in Europe, Asia and the Americas, in which there is only one path which leads to the centre. This design is used in some traditions as a tool for personal reflection, self-discovery and spiritual renewal: adherents 'walk the labyrinth', knowing that it will lead them on a winding path that takes them at times very near to, and at times very far from, the centre they seek. They continue with the belief that if they continue to follow the path, they will not only arrive at the centre, but also will have discovered much along the way. This chapter applies the walking the labyrinth metaphor to introduce this volume of chapters on the use of metaphors for in and of education research.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 by Warren Midgley, Karen Trimmer and Andy Davies and contributors. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Chapter 1.
Faculty/School / Institute/Centre: Historic - Faculty of Education
Date Deposited: 23 May 2013 02:37
Last Modified: 08 May 2019 01:32
Uncontrolled Keywords: metaphor; labyrinth; engagement; reflection; unfinalisability
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
22 Philosophy and Religious Studies > 2201 Applied Ethics > 220107 Professional Ethics (incl. police and research ethics)
17 Psychology and Cognitive Sciences > 1701 Psychology > 170110 Psychological Methodology, Design and Analysis
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/22845

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