ABSTRACT

This paper explores poststructural tools as a particularly helpful ontological stance in advancing the concerns of marginalized groups in educational research. Although largely academic in nature, poststructuralism has had real and tangible effects as it interrogates everyday binaries, categories and hierarchies that oppress so many. This paper draws on the experiences of two separate studies of teacher identity in Ireland to explore how poststructural approaches to methodology allow for new understandings of teacher identity formation. The first study focuses on the daily lived experiences of 11 Irish male primary school teachers. The second study looks at the increasing neoliberal tone of Irish education and the potential implications for teacher identity. Both studies are united by their interest in the relationship between self and other. Specific emphasis is placed on the following critical concerns: difference and how it is understood in academic realms; the social nature of language, and the importance of reflexivity in the research process. Two key questions are explored. First, how do we produce research that goes beyond the experiences of the researched? Second, is there value in moving beyond the reality-rhetoric binary? This paper intends to launch a fresh conversation on ontology within the current educational climate.

摘要

本文探讨了后结构工具，作为在推进教育研究中边缘化群体的关注时特别有用的本体论立场。尽管后结构主义本质上是学术性质的，但它在审问压迫如此之多的日常二进制文件，类别和等级制度时却产生了实实在在的影响。本文借鉴了爱尔兰两项关于教师身份的独立研究的经验，以探索方法论的后结构方法如何使人们对教师身份的形成有了新的认识。第一项研究侧重于11名爱尔兰男性小学教师的日常生活经验。第二项研究着眼于爱尔兰教育中新自由主义基调的提高以及对教师身份的潜在影响。两项研究因其对自我与他人之间关系的兴趣而团结在一起。特别强调以下关键问题：差异及其在学术领域的理解；语言的社会性质以及反思性在研究过程中的重要性。探索了两个关键问题。首先，我们如何进行超出被研究者经验的研究？第二，超越现实主义的二元论是否有价值？本文旨在在当前的教育环境下发起关于本体的全新对话。超越现实主义的二元性有什么价值吗？本文旨在在当前的教育环境下发起关于本体的全新对话。超越现实主义的二元性有什么价值吗？本文旨在在当前的教育环境下发起关于本体的全新对话。