Reconceptualizing Educational Research Methodology (RERM)

Thursday, 20 January 2011 17:02

Social Science Open Access e-Journals

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Statement
Reconceptualizing Educational Research Methodology (RERM) is an internationally refereed journal for researchers and practitioners investigating, tracing and theorizing practices, documentations and politics in education. RERM is a site for critical academic work around contemporary research methodology, as this connects to concepts and discourses linked to poststructural, feminist, critical, and postcolonial approaches to social science. RERM welcomes contributions that will advance knowledge and epistemologies regarding critical issues around matters of equity and social justice. The publication language of the journal is English, with encouraged inclusions of bilingual terms, quotes and references.

Rationale
Coming from Oslo University College (OUC) the journal provides a place for publications about reconceptualizing research methodology in education, and for publishing internationally in English from a Norwegian location. It brings together international scholars working for equity and social justice through their research practices of critically linking concepts to methodologies. The focus is specifically on epistemologies, methodologies and discourses around the ethics of putting into practice concepts from postcolonial theory, poststructural theory, critical theory and feminist theory. This electronic journal connects challenging research cultures and encourages new ways of writing and researching. Educational research here regards locations, institutions and practices with young children, older children, teenagers and youth, undergraduates or postgraduates in higher education. The emphasis is on how new concepts have their effects in new and different research practices and texts.

Reconceptualizing Educational Research Methodology
ISSN: 1892042X
Subject: Education
Publisher: Oslo University College
Country: Norway
Language: English
Keywords: education, educational theory, research methodology
Start year: 2010