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Theory, ethics and politics: Interpretive research in science education

Milne, C. and Taylor, P.C. (1994) Theory, ethics and politics: Interpretive research in science education. In: 19th Annual Western Australian Science Education Conference, 18 November 1994, Curtin University



In this paper, we consider the role of theory, ethics and politics in interpretive research and focus our discussion on the evolving interpretive framework of Cath's doctoral study of cultural myths in the science classroom. In constructing this framework, Cath is seeking to gain insight into how myths develop, how myths have been identified and interpreted by other researchers, and how others have described the role of myths in society. Her interpretation of other people's research and theorising constitutes a synthesis of the literature (traditionally called a 'literature review') and is assisting her to construct an interpretive framework for a subsequent analysis of classroom discursive practices in school science. During this selfreflective process, Cath is considering how her study is to be legitimated. In this respect, she is examining the relationship between ethics, theory and politics in interpretive research.

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