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001 978-94-007-2066-4
003 DE-He213
005 20140220083339.0
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008 110923s2012 ne | s |||| 0|eng d
020 _a9789400720664
_9978-94-007-2066-4
024 7 _a10.1007/978-94-007-2066-4
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a370.1
_223
100 1 _aRuitenberg, Claudia W.
_eeditor.
245 1 0 _aEducation, Culture and Epistemological Diversity
_h[electronic resource] :
_bMapping a Disputed Terrain /
_cedited by Claudia W. Ruitenberg, D.C. Phillips.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aX, 162 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education ;
_v2
505 0 _aAbout the Authors -- Foreword -- 1. Introduction; Claudia W. Ruitenberg and D.C. Phillips --  2. A Critical Review of Representative Sources on Multi-Cultural Epistemology; D.C. Phillips._Epistemologists and Educational Researchers in Word and Deed: A Commentary; Claudia W. Ruitenberg -- 3. Charting the Reefs: A Map of Multicultural Epistemology; Jon A. Levisohn and D.C. Phillips -- 4. Epistemological Diversity and Education Research: Much Ado about Nothing Much?; Harvey Siegel -- 5. Taking Subjectivity into Account; Lorraine Code -- 6. Epistemology as Trope: Uses and Effects of Claims about “Ways of Knowing”; Claudia W. Ruitenberg -- 7. Epistemological Diversity: A Roundtable; Lorraine Code, D.C. Phillips, Claudia Ruitenberg, Harvey Siegel, and Lynda Stone._Epilogue 1; Claudia W. Ruitenberg._Epilogue 2; D.C. Phillips -- 8. Second Thoughts; Claudia W. Ruitenberg and D.C. Phillips -- Bibliography -- Index.  .
520 _aIn the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group.  Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate to traditional epistemological distinctions between beliefs and knowledge. Furthermore, can these ways of establishing knowledge stand up to critical scrutiny? This volume marshals a variety of resources to pursue such open questions in a lively and accessible way: a critical literature review, analyses from philosophers of education who have different positions on the key issues, a roundtable discussion, and interactions between the two editors, who sometimes disagree. It also employs the work of prominent feminist epistemologists who have investigated parallel issues with sophistication. This volume does not settle the question of culturally distinctive epistemologies, but teases out the various philosophical, sociological and political aspects of the issue so that the debate can continue with greater clarity.
650 0 _aEducation.
650 0 _aGenetic epistemology.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aEducation.
650 2 4 _aEducational Philosophy.
650 2 4 _aPhilosophy of Education.
650 2 4 _aEpistemology.
650 2 4 _aEducation (general).
650 2 4 _aPhilosophy.
700 1 _aPhillips, D.C.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400720657
830 0 _aContemporary Philosophies and Theories in Education ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2066-4
912 _aZDB-2-SHU
999 _c104374
_d104374