Skip to main content
placeholder image

Cultural science and qualitative educational research: Work 'in the first place' on the morality of classroom life

Journal Article


Abstract


  • The state of qualitative research in education is addressed in this paper in terms of three categories of scientific inquiry (following Heap, 1992) and the varying place and function of qualitative work in each of these categories. The argument is put that one of these categories of inquiry, specifically cultural human sciences, offers the educational enterprise distinctive theoretical and analytic advantages not shared by the others. An illustration is provided concerning an issue that is both central and particular to educational research: the intertwining of intellectual, curricular, social and moral work accomplished routinely in classrooms. The paper concludes that empirically rich, programmatic and explicitly theorized research continues to hold most promise for the confident and sustained progression of qualitative traditions in education. �� 2006 Taylor & Francis.

Publication Date


  • 2006

Citation


  • Freebody, P., & Freiberg, J. (2006). Cultural science and qualitative educational research: Work 'in the first place' on the morality of classroom life. International Journal of Qualitative Studies in Education, 19(6), 709-722. doi:10.1080/09518390600975909

Scopus Eid


  • 2-s2.0-33750509398

Web Of Science Accession Number


Start Page


  • 709

End Page


  • 722

Volume


  • 19

Issue


  • 6

Place Of Publication


Abstract


  • The state of qualitative research in education is addressed in this paper in terms of three categories of scientific inquiry (following Heap, 1992) and the varying place and function of qualitative work in each of these categories. The argument is put that one of these categories of inquiry, specifically cultural human sciences, offers the educational enterprise distinctive theoretical and analytic advantages not shared by the others. An illustration is provided concerning an issue that is both central and particular to educational research: the intertwining of intellectual, curricular, social and moral work accomplished routinely in classrooms. The paper concludes that empirically rich, programmatic and explicitly theorized research continues to hold most promise for the confident and sustained progression of qualitative traditions in education. �� 2006 Taylor & Francis.

Publication Date


  • 2006

Citation


  • Freebody, P., & Freiberg, J. (2006). Cultural science and qualitative educational research: Work 'in the first place' on the morality of classroom life. International Journal of Qualitative Studies in Education, 19(6), 709-722. doi:10.1080/09518390600975909

Scopus Eid


  • 2-s2.0-33750509398

Web Of Science Accession Number


Start Page


  • 709

End Page


  • 722

Volume


  • 19

Issue


  • 6

Place Of Publication