Neuromyths for educational research and the educational field

status: publishe

Understanding Roma ‘practices’ : prompting educational research to surpass ‘what is the case’ to ‘what needs to be done’ = Sobre la comprensión de las ‘prácticas’ Gitanas. Estimular la investigación educativa para pasar de 'lo que es el caso' a ‘lo que hay que hacer’ = Sur la compréhension des ‘pratiques' Roms. La recherche éducationnelle incitée à passer de 'ce qui est le cas’ à ‘ce qu’il faut faire’

Generally, Roma people are viewed as being very different from those in mainstream society. The aim of this article is twofold. First, it explores these differences and attempts to make sense of the social practices of the Roma. To achieve this, the theoretical framework of meaning and social practices provided by Wittgenstein, Winch and others is applied to this subculture. Secondly, this "extreme case" stretches the theoretical framework to its limits, but it is argued that it is nevertheless possible to give expression to this far-reaching experience of difference. The Wittgensteinian notion of "knowing how to go on" prompts educational research to surpass "what is the case" and get to "what needs to be done". By means of empirical examples taken from research into the education of Roma children, we argue for the need to take this further step. Answers are provided as to "how to go on" with regard to the case investigated, and the feasibilities and constraints of both the theoretical framework and educational research are explored

Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education

Purpose - The purpose of this paper is to reflect on how Eric Broekaert perceived "Ortho-pedagogy" as an academic discipline. Design/methodology/approach - The authors try to get a grasp on Broekaert's point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education. Findings - One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert's paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a "choc des idees" and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991). Originality/value - The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis