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Evidence and its consequences in educational research
Author(s) -
Malone Anthony,
Hogan Pádraig
Publication year - 2020
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3580
Subject(s) - harm , warrant , dominance (genetics) , educational research , epistemology , sociology , coherence (philosophical gambling strategy) , action (physics) , philosophy of education , pedagogy , engineering ethics , higher education , law , political science , biochemistry , chemistry , philosophy , physics , quantum mechanics , financial economics , economics , gene , engineering
We begin by arguing that the continuing dominance of ‘evidence‐based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research‐informed one. The second section of the article suggests that the invidious consequences of ‘evidence‐based’ thinking are likely to continue unless energetically challenged by a vibrant and robust understanding of education as a practice in its own right. In elucidating such an understanding, we investigate closely the notions of practice and practitioner, and their intrinsic connections, drawing on landmark researches on practice by authors like Alasdair MacIntyre and Joseph Dunne. Building on the understanding of education as a practice in its own right, the third section argues that the Dewey‐inspired notion of justified warrant, rather than proof or replicability, is more appropriate to research claims made in education. Here we focus in particular on action research, which has experienced recurring difficulties in having its research credentials recognised.