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Title: Good citizenship or good research?.
Author: Garratt, Dean Douglas.
Awarding Body: Manchester Metropolitan University
Current Institution: Manchester Metropolitan University
Date of Award: 1996
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This thesis is about a journey that begins as an investigation into "good citizenship", develops into an analysis of the meaning of "good", and then evolves into an exploration of issuesc oncernedw ith the nature of "good research". In essence,t he thesis can be split into two interlinked parts. Both "halves" serve a dual purpose in that they represent findings and data in the journey. The first "half' explores the theme of "good citizenship" within the context of the cross-curricular themes. It adds to our understanding of these issues by demystifying the ideological tensions existing within and between guidance documentation suggested by the National Curriculum Council to deliver the "whole curriculum" for English and Welsh schools after the 1988 Education Reform Act. These findings later serve as data in providing a context from which to reinterpret and advance our understanding of "good research". The epiphany in this journey occured when the meaning of "good" in "GOOD citizenship" was placed under scrutiny. In discovering that "good" has a multifarious meaning, which is not reducible to a single definition, the substantive focus of the thesis changed. This change is reflected in the upper and lower case lettering displayed within the title. By deemphasising the importance of "good" in "good RESEARCH", a paradigmatic shift in thinking is symbolized. The second "half' of this thesis investigates the nature of "good research" and makes two contributions to our knowledge of interpretive research. Using three perspectives of a single set of data as a working apparatus, the philosophy of Gadamerian (1979) hermeneutics is explored and taken beyond our current understanding. Part of this exploration involves applying the criteria of authenticity and coherence to the research. However, in discovering the inadequacy of these predetermined guidelines, the idea of situationally derived criteria is developed. Finally, it is suggested that the criteria for judging the quality of research can never be determined in advance of meaning coming into being. Instead, such criteria are contextually bound and can only be seen as post-hoc rational guidelines.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: National Curriculum Education Philosophy Religion