Three abuses of ‘theory’: an engagement with Roy Nash
Three abuses of ‘theory’: an engagement with Roy Nash
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对“理论”的三种滥用：与罗伊·纳什的接触
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
S. Gorard
中科院分区：
文献类型：
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作者：
S. Gorard
本文总结了我在本刊上一篇论文中描述的三种滥用“理论”的情况。这些是不相称的定性和定量范式的理论，过去的理论家，不必要的神化，并坚持由同行评议的所有实证工作明确的理论框架。这三种弊端在英国教育研究中普遍存在。它们是提高专业研究人员尊重各种研究方法并考虑在自己的工作中使用混合方法的能力的困难的一部分。本文遵循纳什对我以前的论文的回应。它认识到我们达成一致的领域，表明一些分歧领域是基于误解，并考虑了纳什众所周知的对使用布迪厄理论概念的热情对他的反应的影响。
This paper summarises three abuses of ‘theory’ described in my previous paper in this journal. These are the theory of incommensurate qualitative and quantitative paradigms, the needless deification of past theorists, and the insistence by peer-reviewers on an explicit theoretical framework for all empirical work. These three abuses are widespread in UK education research. They form part of the difficulty in enhancing the capacity of professional researchers to treat a variety of research methods with respect, and to consider the use of mixed methods in their own work. The paper follows the response by Nash to my previous paper. It recognises our areas of agreement, suggests that some areas of disagreement are based on misunderstanding, and considers the impact on Nash’s response of his well-known enthusiasm for using the theoretical concepts of Bourdieu.