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Books > Social sciences > Education > Organization & management of education > Examinations & assessment
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Critical Perspectives on the Organization and Improvement of Schooling (Paperback, Softcover reprint of the original 1st ed. 1986)
Loot Price: R2,921
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Critical Perspectives on the Organization and Improvement of Schooling (Paperback, Softcover reprint of the original 1st ed. 1986)
Series: Evaluation in Education and Human Services, 13
Expected to ship within 10 - 15 working days
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Major "paradigm shifts"-replacing one "world view" with another
regarding what constitutes appropriate knowledge do not happen over
night. Centuries usually intervene in the process. Even minor
shifts admitting alternative world views into the domain of
legitimate knowledge producing theory and practice-require decades
of controversy, especially, it seems to us, in the field of
education. It has only been in the last 20 years or so that the
educational research community has begun to accept the "scientific"
credibility of the qualitative approaches to inquiry such as
participant observation, case study, ethnogra phy, and the like. In
fact, these methods, with their long and distinguished
philosophical traditions in phenomenology, have really only come
into their own within the last decade. The critical perspective on
generating and evaluating knowledge and practice-what this book is
mostly about-is in many ways a radical depar ture from both the
more traditional quantitative and qualitative perspec tives. The
traditional approaches, in fact, are far more similar to one
another than they are to the critical perspective. This is the
case, in our view, for one crucial reason: Both the more
quantitative, empirical-analytic and qualitative, interpretive
traditions share a fundamental epistemological commitment: they
both eschew ideology and human interests as explicit components in
their paradigms of inquiry. Ideology and human interests, however,
are the "bread and butter" of a critical approach to inquiry."
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