Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives
The contributors to this issue of REE magazine were invited to give an account of their research on alternative pedagogies. This synthesis attempts to identify the common features of these texts in epistemological and methodological terms, as well as in terms of the type of knowledge produced. This...
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| Autori principali: | , |
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| Natura: | Articolo |
| Lingua: | francese |
| Pubblicazione: |
Nantes Université
2025-05-01
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| Serie: | Recherches en Éducation |
| Soggetti: | |
| Accesso online: | https://journals.openedition.org/ree/13646 |
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| Riassunto: | The contributors to this issue of REE magazine were invited to give an account of their research on alternative pedagogies. This synthesis attempts to identify the common features of these texts in epistemological and methodological terms, as well as in terms of the type of knowledge produced. This overview leads us to emphasize the following idea: it is a certain conception of pedagogical practice, as a complex, situated activity, and one determined by the commitment of the people involved, that shape research. This is how one can understand the preference given to comprehensive and interpretive approaches, and the attention paid by researchers to the words and experience of teachers and students. These options, which do not exclude explanatory strategies from research that can claim the relevance of mixed methods, give a central value to the category of meaning, thereby refusing to confine educational research to the simple function of producing “evidence” of the effectiveness of practices. |
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| ISSN: | 1954-3077 |