Knowledge Paradigms in Education. Implications for Research and Policy
15 October 2021, h. 12.30
Knowledge, data and evidence are key elements of education policy and the development of educational practices. However, the use of knowledge, data and evidence also has constituent effects, which have a clear governance component in policy and practice. As such, knowledge, data and evidence are building blocks for meaning and orientation in the establishment and development of governing complexes in education. In other words, the production and selection of knowledge, data and evidence have implications for policy processes and practices in terms of what is considered meaningful, what is problematic and what interventions are needed.
Today, education actors find themselves in very complex contexts, where different stakeholders – e.g. students, parents, teachers, headteachers, local authorities, national authorities, edu-businesses, ed-tech companies and global players – have different interests and priorities. Knowledge, data and evidence are picked up and used in different ways by stakeholders. But education programs, technologies and agents rarely come with a label that defines or marks their inherent assumptions, nor the possibilities and limitations what they offer for the future. In other words, their paradigmatic nature is obscured.
In this presentation, I will look at the historical conditions for the emergence of prevalent knowledge paradigms in education and what the implications are for future educational research and the design of education policy.
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