Session Information
15 SES 08, Paper Session
Paper Session
Contribution
The meta-awareness of evaluative criteria – the play of context, purpose and form of outcome- is, for us, the core of the concept of warrant. Foregrounding warrant in our discussion of knowledge about evidence provides a space in which to engage with the juxtaposition of at least three perspectives:
- ‘fallibility’ and ‘knowledge in the long run’ (Peirce 1877/1958) which provides an authoritative view of evidence which encourages deliberation and dialogue about quality in relation to evidence (Wittek and Kvernbekk 2011),
- ethical and identity debates about the role of educational research as force for public good and democracy (Dewey 1927) in which concerns about affordances and barriers to participation in the dialogue can be explored and
- contemporary demands that educational research concurs with the emphases on ‘what works’ impact’ and ‘evidence-informed policy’ (Biesta 2007, Hammersley 2013, Kvernbekk, 2011) in which evidence has implicit authoritarian power.
Method
Expected Outcomes
References
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