Conversation as Educational Research

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Abstract

This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original intervention into educational philosophy and theory, which relies on a close reading of key sections of Blanchot's The Infinite Conversation, and reflections on the distinctiveness of his argument in relation to contemporary theoretical approaches, as well as the significance of his thought and its application here to the broader questions of what non-prescriptive theory might have to offer educational research and practice.
Original languageEnglish
Pages (from-to)650-659
Number of pages10
JournalEducational Philosophy and Theory
Volume51
Issue number6
DOIs
Publication statusPublished - 4 Oct 2018

Keywords

  • Conversation
  • Plural speech
  • Maurice Blanchot
  • Movement of thought
  • Philosophy
  • Education
  • plural speech
  • dialogue
  • dialectic
  • research methodology
  • conversation

Cite this

Bojesen, E. (2018). Conversation as Educational Research. Educational Philosophy and Theory, 51(6), 650-659. https://doi.org/10.1080/00131857.2018.1508995