“Do you see what I see?” Reading a different classroom scene

Abstract

This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.

Notes

1. We gratefully acknowledge the contributions of Bill Green and Marie Brennan to earlier drafts of this paper.

Additional information

Notes on contributors

Rod Maclean ¹

1. We gratefully acknowledge the contributions of Bill Green and Marie Brennan to earlier drafts of this paper.