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--- research_area [2024/06/11 17:03] – aidancornelius
+++ research_area [2024/06/11 17:40] (current) – [Identifying a SOCK] aidancornelius
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 If you’re thinking: yeah that seems like there’s something to that, well, so did I. Again, here, I want to stress that I did not arrive at this short list of topics and key ideas overnight. However, you may already see where we should start reading, talking, and learning in order to fully understand this work.
+The next few steps are not really linear, rather they emerge from a combination of existing experience, reading, guidance, and pragmatics. In the next few sections let’s identify a [[sock|SOCK]], consider some theoretical framing, and think through some key logistical points. At this stage we are still missing a few pieces in this puzzle, and maybe you’re already seeing the direction this is going, but let’s step through my interpretation and the space I was carving for this project to continue our example.
+==== Identifying a SOCK ====
+There’s a deeper dive on a [[sock|significant original contribution to knowledge]] elsewhere, so for brevity let’s look at a statement of significant original contribution for this project.
+  * Tailoring a theoretical framework: By synthesising insights from Marxist theory, sociology of work, and educational policy, I will develop a novel framework for understanding the demands on teachers in remote Australian contexts. This framework will integrate concepts such as the contradictions of capitalism, the changing nature of work, and the role of structure and agency in shaping teachers’ experiences.
+  * Providing new empirical evidence: Through unique access to a captive audience of remote schools allows me to gather original data on teachers’ experiences, challenges, and strategies for navigating the demands of their work. This empirical evidence will shed new light on the realities of teaching in remote contexts and contribute to a more nuanced understanding of the issues faced by educators in these settings.
+  * Critiquing of the policy narrative: By examining the gaps between educational policies and the lived experiences of teachers in remote schools, this work will challenge dominant narratives about what works in education and highlight the unintended consequences of top-down reforms. This critique will contribute to a more robust understanding of how educational policies are shaped by broader social, economic, and political forces.
+  * Extending Marxist analysis to remote education: While Marxist theory has been applied to education in general terms, there remains space for a more focused analysis of how capitalist contradictions play out in remote Australian schools. By examining issues such as unequal resource allocation, teacher’s labour, and the commodification of education in these specific contexts, I will extend Marxist insights to craft a deeper understanding of the structural forces shaping remote education.
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