Faculty follies - academic English translated

Richard Carfax-Foster, an old friend of mine, and former fellow-inmate of the Royal Military College (Duntroon), happened across this blog recently and emailed me to suggest a procedure for dealing with academic English. He took a previous post (an example of unintelligible academic English - to be found here in the original post), and applied online translation software in an attempt to clarify the passage. According to Richard, the process involved translation to German first, thence to French, and back to English. I think we can all agree that the new passage is at least as intelligible as the original.

ORIGINAL This master class will explore issues of epistemology involved in researching complex educational phenomena. By taking Interactional Ethnography as a telling case (Mitchell, 1984), we make visible how the researcher(s)' logic on inquiry shapes, and is shaped by the research problems, questions, research design, methods of analysis, and ways of representing findings, outcomes and/or consequences. By presenting a range of studies (from classroom studies of learning to interview studies of the impact of reforms) that have been undertaken using this perspective, we illustrate why it is necessary to view education as a complex system, and how an Interactional Ethnographic approach provides a systematic means of examining the impact of reforms on the lives and experiences of local actors, and how historicity and intertextuality are central constructs in the study of learning in classrooms. We draw on a series of research studies between 1991 and the present to show factors at multiple levels of scale that support and/or constrain the lived experiences of both students and teachers in ever-shifting reform contexts.

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