Tag Archives: Research Methodology

What is Poststructuralism?

My new release first edition Kindle eBook for Academic Bytes.

Poststructuralism is one of the most important social theories to have emerged from Europe in the late Twentieth Century, yet it remains notoriously difficult to define. In this concise introductory text, Robert John Parkes provides: (1) an original and accessible guide to the three orientations that underpin poststructural thought; (2) a brief genealogy of poststructuralism including an exploration of its relationship to the philosophy of structuralism; and (3) a succinct response to the main criticisms of poststructural theory. Deliberately short and to the point, this will be a welcome text for busy university students and scholars wanting to gain a rapid understanding of poststructural thought.

FORMAT: Kindle Edition eBook
PUBLICATION DATE: 28 October 2012
ASIN: B009YG6KIM
RECOMMENDED PRICE: [US] $2.99

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Bringing theory to doctoral research


Gulson, K. N., & Parkes, R. J. (2010). Bringing theory to doctoral research. In P. Thomson & M. Walker (Eds.), The Routledge doctoral student’s companion: Getting to grips with research in education and the social sciences (pp. 76-84). Abingdon, Oxon: Routledge.

This chapter takes the proposed title as an invitation to explore the role of theory in educational research, and presents a particular understanding of ways to bring theory into doctoral research. The authors are convinced of the need for, and subsequent enactment of, theoretically informed doctoral undertakings; that is the ways in which doctoral students can, and should, be cognisant of the pleasures and perils of using theory in educational doctoral work, and that theory is in fact a necessity in order to become a scholar. Thus, in this short chapter we consider what theory is in educational research, in albeit a limited way, and then reflect on our own doctoral experiences to look at how theory provides a means of finding one’s own voice in the field. Gulson explores the work of spatial theory that he brought to his doctoral study in critical policy studies; while Parkes examines the use of post-colonial and poststructural theory in his doctoral exploration of History curriculum after postmodernism. The authors conclude by suggesting that theory operates as a form of permission that constitutes the scholar, and that theory is necessary for crafting a scholarly trajectory of one’s own.

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