View in EDS HTML Full Text PDF Full Text

Critical Communicative Methodology: Including Vulnerable Voices in Research through Dialogue

Saved in:
Bibliographic Details
Title: Critical Communicative Methodology: Including Vulnerable Voices in Research through Dialogue
Language: English
Authors: Puigvert, Lidia, Christou, Miranda, Holford, John
Source: Cambridge Journal of Education. 2012 42(4):513-526.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2012
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Research, Research Methodology, Inclusion, Equal Education, Social Justice, Epistemology, Interdisciplinary Approach, Foreign Countries
Geographic Terms: European Union
DOI: 10.1080/0305764X.2012.733341
ISSN: 0305-764X
Abstract: This article describes how Critical Communicative Methodology (CCM) has been used successfully to analyse educational inequalities in ways that generate real transformation towards social justice. We begin by arguing that educational research today should employ new methodological approaches that can ensure the inclusion of different voices in social science research and the production of knowledge that transforms social exclusion. We then analyse the main epistemological positions of CCM, based on Habermas' communicative action theory, and explain how it was implemented in the European Union-funded INCLUD-ED project. Finally, we illustrate how INCLUD-ED has had a social and political impact and we argue that research "with" vulnerable groups, based on the principles of CCM, can generate social and educational transformation.
Abstractor: As Provided
Number of References: 30
Entry Date: 2012
Accession Number: EJ985967
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This article describes how Critical Communicative Methodology (CCM) has been used successfully to analyse educational inequalities in ways that generate real transformation towards social justice. We begin by arguing that educational research today should employ new methodological approaches that can ensure the inclusion of different voices in social science research and the production of knowledge that transforms social exclusion. We then analyse the main epistemological positions of CCM, based on Habermas' communicative action theory, and explain how it was implemented in the European Union-funded INCLUD-ED project. Finally, we illustrate how INCLUD-ED has had a social and political impact and we argue that research "with" vulnerable groups, based on the principles of CCM, can generate social and educational transformation.
ISSN:0305-764X
DOI:10.1080/0305764X.2012.733341