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DC Field | Value | Language |
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dc.contributor.author | Chappell, A | - |
dc.contributor.author | Ernest, P | - |
dc.contributor.author | Ludhra, G | - |
dc.contributor.author | Mendick, H | - |
dc.date.accessioned | 2015-04-13T11:22:01Z | - |
dc.date.available | 2014 | - |
dc.date.available | 2015-04-13T11:22:01Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Chappell, A., Ernest, P., Ludhra, G. and Mendick, H. (2014) Pedagogy, Culture and Society, 22 (1), pp. 137-156. doi: 10.1080/14681366.2013.877205. | en_US |
dc.identifier.issn | 1468-1366 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/10548 | - |
dc.description | This article has been made available through the Brunel Open Access Publishing Fund. | - |
dc.description.abstract | In this paper, we look at what engaging with psychoanalysis, through psychosocial accounts of subjectivity, has contributed to our struggles for legitimacy and security within our ways of knowing. The psychosocial, with its insistence on the unconscious and the irrational, features as both a source of security and of insecurity. We use three examples drawn from our own empirical research to explore the entanglement of the researcher with the researched and how this can offer a re-imagined sense of legitimacy for our work. In elaborating our argument, we discuss our experiences of 'being captured' by data and participants, and of negotiating the ethics of analysing participants' accounts. © 2014 The Author(s). Published by Pedagogy, Culture & Society. | en_US |
dc.format.extent | 137 - 156 | - |
dc.format.extent | 137 - 156 | - |
dc.language | eng | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge | en_US |
dc.rights | © 2014 The Author(s). Published by Taylor & Francis. This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. | - |
dc.subject | epistemology | en_US |
dc.subject | ethics | en_US |
dc.subject | methodology | en_US |
dc.subject | psychosocial | en_US |
dc.subject | subjectivity | en_US |
dc.title | Explorations in knowing: thinking psychosocially about legitimacy | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1080/14681366.2013.877205 | - |
dc.relation.isPartOf | Pedagogy, Culture and Society | - |
dc.relation.isPartOf | Pedagogy, Culture and Society | - |
pubs.issue | 1 | - |
pubs.issue | 1 | - |
pubs.volume | 22 | - |
pubs.volume | 22 | - |
pubs.organisational-data | /Brunel | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences/Dept of Education | - |
pubs.organisational-data | /Brunel/Brunel Staff by College/Department/Division/College of Business, Arts and Social Sciences/Dept of Education/Education | - |
dc.identifier.eissn | 1747-5104 | - |
Appears in Collections: | Brunel OA Publishing Fund Dept of Education Research Papers |
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FullText.pdf | 212.28 kB | Adobe PDF | View/Open |
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