Educational Research: Discourses of Change and Changes of Discourse

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This collection explores concepts and theories of change in educational research, focusing on reform discourses and fields of change. It addresses diverse issues, including girls’ education in France, educational neuroscience, professionalization in Child Protection, and mathematics discourses. The volume critically examines the pervasive crisis rhetoric in American Education Research, the current university climate, and perspectives on teacher education. It features in-depth studies that integrate historical and philosophical perspectives on education. Educational research often operates within a discourse of change, whether aiming for grand transformations like emancipation or more modest support for specific reforms. This work poses essential questions: Are expectations for change justified? How have discourses around change evolved? What do researchers mean by concepts like reform, improvement, and innovation? Does this optimistic discourse reflect particular historical and cultural viewpoints? Is it overly ambitious for educational research to claim solutions to social problems? By addressing these questions, the collection challenges conventional ideas about the application of philosophy and history in education, highlighting their relevance for educational practice and research. This publication is part of the efforts by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) focused on the Philo