Theory and Educational Research: Toward Critical Social Explanation (Critical Youth Studies) Review

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Theory and Educational Research: Toward Critical Social Explanation (Critical Youth Studies) ReviewThis is an excellent discussion of how to effectively use critical social theory in a dissertation or other research. Most of the book consists of thoughtful descriptions by 6 of Anyon's former doctoral students of how they used theory in their dissertation research; Anyon provides a valuable introductory chapter, and Michelle Fine's epilogue gives a useful commentary on the the 6 dissertation chapters. Two comments: 1) the book focuses almost exclusively on what's called critical social theory (Marxist, feminist, postmodern, critical race theory, and other "progressive" theories), although many of the points made are applicable to using theory in general. A book that provides a good discussion of using a broader range of theories is Mark Dressman, Using social theory in educational research: A practical guide. 2) I would have liked to see more critique of the theories used; this is something that Dressman's book devotes more attention to.
For a longer discussion of the book, see my review on Gene Glass's website Education Review; the URL is [...] (Amazon apparently won't let me insert a link to this).Theory and Educational Research: Toward Critical Social Explanation (Critical Youth Studies) OverviewMost empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume makes clear, however, neither data nor theory alone is adequate to the task of social explanation-rather they form and inform each other as the inquiry process unfolds. Theory and Educational Research bridges the age-old theory/research divide by demonstrating how researchers can use critical social theory to determine appropriate empirical research strategies, and extend the analytical, critical - and sometimes emancipatory - power of data gathering and interpretation. Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors' trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.

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