Learning from Asia: An APER Collective Response to the Special Issue on 'Asia as Method'
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| Title: | Learning from Asia: An APER Collective Response to the Special Issue on 'Asia as Method' |
|---|---|
| Language: | English |
| Authors: | Kester, Kevin, Masemann, Vandra, Takayama, Keita, Hayhoe, Ruth |
| Source: | Asia Pacific Education Review. Jun 2023 24(2):281-289. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Educational Research, Epistemology, Information Science, Social Justice, Higher Education, Dialogs (Language), Decolonization |
| Geographic Terms: | Asia |
| DOI: | 10.1007/s12564-023-09875-9 |
| ISSN: | 1598-1037 1876-407X |
| Abstract: | This collective response paper concludes the Special Issue on "Revisiting 'Asia as Method' in Education Research: Toward Ontologies and Epistemologies of Difference." The paper provides reflections, constructive critiques, and key learnings from individual papers and the Special Issue as a whole. A key feature of the paper is the dialogue and inter-referencing it fosters among and between the discussants, authors, and academic journals. As decolonization in education is an ongoing struggle, this paper is a call to continue the work for ontological and epistemic justice in/through higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1381605 |
| Database: | ERIC |
| Abstract: | This collective response paper concludes the Special Issue on "Revisiting 'Asia as Method' in Education Research: Toward Ontologies and Epistemologies of Difference." The paper provides reflections, constructive critiques, and key learnings from individual papers and the Special Issue as a whole. A key feature of the paper is the dialogue and inter-referencing it fosters among and between the discussants, authors, and academic journals. As decolonization in education is an ongoing struggle, this paper is a call to continue the work for ontological and epistemic justice in/through higher education. |
|---|---|
| ISSN: | 1598-1037 1876-407X |
| DOI: | 10.1007/s12564-023-09875-9 |
