Tag Archives: teacher inquiry

Operaismo and Educational Inquiry

The ideas about the relationship between autonomist Marxism and educational work and inquiry that I outlined in my entry in the Springer Encyclopaedia of Teacher Education (see post here) are further developed in an article just published in the journal Postdigital Science and Education.

Here’s the abstract of this more detailed piece, which gives particular attention to the work of Romano Alquati and the relevance of his model of a politicised ‘co-research’ (conricerca) to the study of contemporary work environments – including educational settings.

There are parallels between the post-Marxist traditions of operaismo (workerism) and autonomism and emerging ideas about the ‘postdigital’. Operaist analyses and approaches, and particularly the work of Romano Alquati on co-research, have the potential to contribute to discourses as to what might be involved in postdigital inquiry in educational settings, and to better understand of critical data literacies. For such educational inquiry to evolve into a comprehensive strategy of ‘co-research’, it is argued that what is needed are models of teacher inquiry with the potential to challenge dominant rhetorics, to support emancipatory research and development, and to establish the postdigital as a counter-hegemonic educational programme.

Citation: Carmichael, P. (2019) Postdigital Possibilities: Operaismo, Co-research, and Educational Inquiry. Postdigital Science and Education. doi: 10.1007/s42438-019-00089-0

The article is currently published ‘Online First’ pending inclusion in a forthcoming issue of the journal and is available open access so is available to download and read here: https://link.springer.com/article/10.1007/s42438-019-00089-0

Quality in Early Years

eybookThe book “Quality in Early Years”, to which I was a contributor, has now been published by McGraw-Hill. The book discusses government policy and educational research related to the day-to-day challenges facing those who work in early years settings. Each chapter has reflection points and practical activities designed to encourage Early Years professionals to question existing practice and develop their own understandings of quality.

I contributed several chapters: on frameworks and standards (jointly with Emma Slaughter); on international perspectives on quality in early years; and on research.

You can read more about the book and order copies here: http://www.mheducation.co.uk/quality-in-the-early-years.