This paper outlines the theoretical bases and key components underpinning an emerging concept of ‘refraction’, being developed as part of the RIAIPE3 study programme – an inter-university programme exploring equity and social cohesion policies in higher education. As a concept, refraction provides a lens for theoretical development and informing methodological approaches and empirical investigation, which may provide rich, contextualised and detailed understanding of practice and action in education. The development of the concept of refraction is intended to be flexible and applicable to different national and local contexts, and as such, requires specific empirical investigation particular to the context(s) under study, yet it retains core elements, or areas for investigation, that allow for cross national and contextual comparison and analyses.
|Title of host publication||European and Latin American Higher Education Between Mirrors: Conceptual Frameworks and Policies of Equity and Social Cohesion|
|Editors||A. Teodoro, M. Guilherme|
|Place of Publication||Rotterdam|
|Number of pages||16|
|Publication status||Published - 1 Jan 2014|
Bibliographical note© 2014 Sense Publishers
- higher education
- higher education in Latin American
- social justice
- social cohesion
Rudd, T., & Goodson, I. (2014). Studying historical periodisation: Towards a concept of refraction. In A. Teodoro, & M. Guilherme (Eds.), European and Latin American Higher Education Between Mirrors: Conceptual Frameworks and Policies of Equity and Social Cohesion (pp. 139-154). Rotterdam: Sense Publishers.