Malone, Anthony and Hogan, Pádraig (2020) Evidence and its consequences in educational research. British Educational Research Journal, 46 (2). pp. 265-280. ISSN 0141-1926

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Abstract

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

Item Type:	Article
Additional Information:	Cite as: Malone A, Hogan P. Evidence and its consequences in educational research. British Educational Research Journal. 2020;46(2):265-280. doi:10.1002/berj.3580
Keywords:	engagement; consequences; warrant; inherent goals; practice in its own right;
Academic Unit:	Faculty of Social Sciences > Education
Item ID:	16058
Identification Number:	https://doi.org/10.1002/berj.3580
Depositing User:	Dr. Padraig Hogan,
Date Deposited:	07 Jun 2022 14:39
Journal or Publication Title:	British Educational Research Journal
Publisher:	Ebscohost
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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