Michael A. Peters is research professor in the Faculty of Education at the University of Glasgow. He has written extensively on the subject of poststructuralism and education including the recent book, Poststructuralism, Politics, and Education (Greenwood, 1996).Nicholas C. Burbules is professor of educational policy studies at the University of Illinois, Urbana-Champaign, editor of the journal Educational Theory, author of Dialogue in Teaching (TC Press, 1993) and co-editor of Teaching and its Predicaments (Westview, 1997).

Poststructuralism and Educational Research makes an important contribution to the field of educational research. Michael A. Peters and Nicholas C. Burbules are accomplished scholars who are well-positioned to offer not only clarification but also prognostication concerning how post-structuralism will impact the nature of educational research. Their efforts will prove to be of value to anyone who is interested in the differences between intellectual movements such as modernism and postmodernism obviously along with structuralism and poststructuralism. Those who take the time to read Peters' and Burbules' important work will find themselves among those individuals who can anticipate the impending sense of change wrought by poststructuralism—regardless whether their intention is to embrace such a change or to resist it.

• Part 1 Series PrefacePart 2 AcknowledgementsPart 3 IntroductionChapter 4 What is Poststructuralism?Chapter 5 Poststructuralism and the Aims of Educational ResearchChapter 6 Poststructuralism, Educational Research and MethodologyChapter 7 New Practices of Reading and Three Exemplars

Michael A. Peters is research professor in the Faculty of Education at the University of Glasgow. He has written extensively on the subject of poststructuralism and education including the recent book, Poststructuralism, Politics, and Education (Greenwood, 1996).Nicholas C. Burbules is professor of educational policy studies at the University of Illinois, Urbana-Champaign, editor of the journal Educational Theory, author of Dialogue in Teaching (TC Press, 1993) and co-editor of Teaching and its Predicaments (Westview, 1997).

Poststructuralism and Educational Research makes an important contribution to the field of educational research. Michael A. Peters and Nicholas C. Burbules are accomplished scholars who are well-positioned to offer not only clarification but also prognostication concerning how post-structuralism will impact the nature of educational research. Their efforts will prove to be of value to anyone who is interested in the differences between intellectual movements such as modernism and postmodernism obviously along with structuralism and poststructuralism. Those who take the time to read Peters' and Burbules' important work will find themselves among those individuals who can anticipate the impending sense of change wrought by poststructuralism—regardless whether their intention is to embrace such a change or to resist it.

• Part 1 Series PrefacePart 2 AcknowledgementsPart 3 IntroductionChapter 4 What is Poststructuralism?Chapter 5 Poststructuralism and the Aims of Educational ResearchChapter 6 Poststructuralism, Educational Research and MethodologyChapter 7 New Practices of Reading and Three Exemplars

Michael A. Peters is research professor in the Faculty of Education at the University of Glasgow. He has written extensively on the subject of poststructuralism and education including the recent book, Poststructuralism, Politics, and Education (Greenwood, 1996).Nicholas C. Burbules is professor of educational policy studies at the University of Illinois, Urbana-Champaign, editor of the journal Educational Theory, author of Dialogue in Teaching (TC Press, 1993) and co-editor of Teaching and its Predicaments (Westview, 1997).

Poststructuralism and Educational Research makes an important contribution to the field of educational research. Michael A. Peters and Nicholas C. Burbules are accomplished scholars who are well-positioned to offer not only clarification but also prognostication concerning how post-structuralism will impact the nature of educational research. Their efforts will prove to be of value to anyone who is interested in the differences between intellectual movements such as modernism and postmodernism obviously along with structuralism and poststructuralism. Those who take the time to read Peters' and Burbules' important work will find themselves among those individuals who can anticipate the impending sense of change wrought by poststructuralism—regardless whether their intention is to embrace such a change or to resist it.

• Part 1 Series PrefacePart 2 AcknowledgementsPart 3 IntroductionChapter 4 What is Poststructuralism?Chapter 5 Poststructuralism and the Aims of Educational ResearchChapter 6 Poststructuralism, Educational Research and MethodologyChapter 7 New Practices of Reading and Three Exemplars