Transitions in thought and practice: links, divergences and contradictions in post-critical inquiry

摘要

One of the characteristics of contemporary research in the social sciences is its inherently political and contested nature. EER and other journals in environmental education are now challenged to represent a multiplicity of theoretical and methodological approaches to inquiry as multiple discourses in process of transition. Law (2004) describes this transitory condition in terms of productive flux wherein broadened perspectives from qualitative genres such as phenomenology, hermeneutics and critical theory, and educational inquiry have increasingly been undertaken within frames of 'post-discourses': postmodernism (Scheurich, 1997; Stronach & MacLure, 1997), poststructuralism (Cherryholmes, 1988), feminist poststructuralism (St Pierre & Pillow, 2000) and postcolonialism (Spivak, 1990).