In her book , Bushra Sharar (the pen name for Dr. Bushra Connors) delivers a rigorous critical realist analysis of the modern university landscape. The work is a vital intervention for scholars seeking to move beyond the "malaise" of educational research that is often trapped between purely empirical data and subjective interpretations. Core Argument and Methodology
While the work is praised for its depth—notably having been developed from a PhD thesis with contributions from critical realist pioneer Roy Bhaskar —it is primarily an academic text. It is best suited for researchers, postgraduate students, and practitioners interested in the intersection of philosophy and education. Go to product viewer dialog for this item.
Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education
: Sharar argues that pedagogic approaches are most distorted when they treat education as a commodity. This shift often prevents students from reformulating knowledge for themselves within their own disciplinary experiences.
The book uses the meta-theory of critical realism to explore how lecturers navigate their daily work within three contrasting higher education institutions in
: Despite the drive toward marketization and "performativity regimes" in higher education , lecturers utilize significant internal resources and personal agency to facilitate deep learning for their students.
England. Sharar employs Margaret Archer’s morphogenetic approach to examine the "structure-agency" dynamic, identifying how institutional, national, and global forces shape—but do not entirely dictate—pedagogical practice. Key Insights
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In her book , Bushra Sharar (the pen name for Dr. Bushra Connors) delivers a rigorous critical realist analysis of the modern university landscape. The work is a vital intervention for scholars seeking to move beyond the "malaise" of educational research that is often trapped between purely empirical data and subjective interpretations. Core Argument and Methodology
While the work is praised for its depth—notably having been developed from a PhD thesis with contributions from critical realist pioneer Roy Bhaskar —it is primarily an academic text. It is best suited for researchers, postgraduate students, and practitioners interested in the intersection of philosophy and education. Go to product viewer dialog for this item. Emergent Pedagogy in England: A Critical Realis...
Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education In her book , Bushra Sharar (the pen name for Dr
: Sharar argues that pedagogic approaches are most distorted when they treat education as a commodity. This shift often prevents students from reformulating knowledge for themselves within their own disciplinary experiences. Core Argument and Methodology While the work is
The book uses the meta-theory of critical realism to explore how lecturers navigate their daily work within three contrasting higher education institutions in
: Despite the drive toward marketization and "performativity regimes" in higher education , lecturers utilize significant internal resources and personal agency to facilitate deep learning for their students.
England. Sharar employs Margaret Archer’s morphogenetic approach to examine the "structure-agency" dynamic, identifying how institutional, national, and global forces shape—but do not entirely dictate—pedagogical practice. Key Insights