关系与位置:教育中的新拓扑时空

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
B. Lingard
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引用次数: 1

摘要

本文介绍了拓扑学及其对当代文化的描述,并将其作为一种研究方法、一种拓扑学视角,一般地说,特别是在教育研究中。对拓扑与地形、关系与位置之间的关系进行了评述。然后,对教育研究拓扑的特刊中的每篇论文以及每篇论文的具体贡献进行了批判性的描述。特刊的编辑强调了拓扑是一种时空现象,而不仅仅是空间现象。拓扑结构不存在于时间和空间中,而是构建时间和空间,并以一种共同的方式变化。因此,拓扑镜头拒绝将空间构造为静态,将时间(和时间)构造为简单的线性和时间顺序。通过通约化、数据化和数字化、流动和景观、全球连通性和新关系、各种类型的移动性和多个网络的实践,促进和阐明了拓扑结构。本文认为,在拓扑学的研究中,空间研究受到了更多的重视;也就是说,在拓扑的时空特征中,存在着一些对时间的忽视。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relations and locations: New topological spatio-temporalities in education
This paper provides an account of the topological and its description of contemporary culture and use as a research methodology, a topological lens, generally, and in education research specifically. Some commentary is proffered on the relationships between the topological and the topographical, between relations and locations. A critical account is then provided on each of the papers in the special issue on the topological in education research and the specific contributions of each. The editors of the special issue make the important point that the topological is a spatio-temporal phenomenon, not just a spatial one. The topological does not exist in time and space, but rather constructs both and they change in a conjoint manner. As such, a topological lens rejects a construction of space as static and of time (and the temporal) as simply linear and chronological. The topological has been facilitated and articulated by and through practices of commensuration, datafication and digitalisation, flows and scapes, global connectivities and new relations, mobilities of various kinds and multiple networks. The paper argues that much greater emphasis has been given to the spatial in topological research; that is, there has been some neglect of the temporal in the spatio-temporal character of topologies.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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