The Politics of Inquiry

Deron Boyles, Benjamin Baez

Description

Winner of the 2010 Critics' Choice Award presented by the American Educational Studies Association
2009 CHOICE Outstanding Academic Title

In The Politics of Inquiry, Benjamin Baez and Deron Boyles critique recent trends in education research to argue against the "culture of science." Using the National Research Council's 2002 report Scientific Research in Education as a point of departure, they contend that the entire discourse on education science reflects a number of distinct but mutually constitutive political forces or movements that use science and education to shape what we can think, and, thus, what we can become. These forces include the attempts to restrict democracy via scientism; the uses of academic classifications for organizing the world into social groups; the imperatives of the informational society, which seek precision in order to convert the world into "data" for easy governing; and the effects of transnational capitalist exchanges, which convert everything into a cost-benefit analysis, and which make us all complicit in ways we do not fully grasp. Baez and Boyles examine these forces and offer an alternative to the current pushes to make educational inquiry scientific.
PREFACE
ACKNOWLEDGMENTS

1. ON “EDUCATION RESEARCH”

2. ON SCIENTISM AND POSITIVISM: JOHN DEWEY AND EDUCATION RESEARCH

3. DEGREES OF DISTINCTION: EDUCATION DOCTORAL STUDY AND THE “CULTURE OF SCIENCE”

4. “GOVERNING” SCIENCE: THE SCIENTIFIC IMAGINARY AND THE CREATION OF PEOPLE IN THE INFORMATION AGE

5. ENTREPRENEURSHIP AND THE “GRANTS CULTURE”: PRIVATIZATION OF RESEARCH AND ACADEMIC FREEDOM

EPILOGUE
BIBLIOGRAPHY
INDEX

Sujets

• Education

Informations

• Publié par: State University of New York Press
• Date de parution: 09 janvier 2009
• Nombre de lectures: 0
• EAN13: 9780791477069
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

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THE POLITICS OF INQUIRY

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THE POLITICS OF INQUIRY

Educatîon Research and the “Cuture of Scîence”

BENJAMIN BAEZ àd DERON BOYLES

State University of New York Press

Puîŝhéd  State University of New York Press, Albany

© 2009 Sàé Uîéŝî ô Né Yô

A îghŝ éŝééd

Pîéd î hé Uîéd Sàéŝ ô Améîcà

Nô pà ô hîŝ ôô mà é uŝéd ô épôducéd î à màé hàŝôéé îhôu îé pémîŝŝîô. Nô pà ô hîŝ ôô mà é ŝôéd î à éîéà ŝŝém ô àŝmîéd î à ôm ô  à méàŝ îcudîg éécôîc, éécôŝàîc, màgéîc àpé, méchàîcà, phôôcôpîg, écôdîg, ô ôhéîŝé îhôu hé pîô pémîŝŝîô î îîg ô hé puîŝhé.

Fô îômàîô, côàc Sàé Uîéŝî ô Né Yô Péŝŝ, Aà, NY .ŝupéŝŝ.édu

Pôducîô, àuîé Séà Màéîg, Aé M. Vàéîé

Library of Congress CataloginginPublication Data

Bàéz, Béjàmî.  Thé pôîîcŝ ô îquî : éducàîô éŝéàch àd hé “cuué ô ŝcîécé” / Béjàmî Bàéz àd Déô Bôéŝ.  p. cm.  ïcudéŝ îîôgàphîcà ééécéŝ àd îdéx.  ïSBN 978-0-7914-7687-1 (hàdcôé : à. pàpé)  1. Educàîô—Réŝéàch.ïï. Tîé.ï. Bôéŝ, Déô. B1028.B267 2009 370.72—dc22 2008018844

10 9 8 7 6 5 4 3 2 1

PREFACE

ACKNOWLEDGMENTS

1

2

3

4

5

CONTENTS

ON “EDUCATION RESEARCH”

ON SCIENTISM AND POSITIVISM: JOHN DEWEY AND EDUCATION RESEARCH

DEGREES OF DISTINCTION: STUDY AND THE “CULTURE

EDUCATION DOCTORAL OF SCIENCE”

“GOVERNING” SCIENCE: THE SCIENTIFIC IMAGINARY AND THE CREATION OF PEOPLE IN THE INFORMATION AGE

ENTREPRENEURSHIP AND THE “GRANTS CULTURE”: PRIVATIZATION OF RESEARCH AND ACADEMIC FREEDOM

EPILOGUE

BIBLIOGRAPHY

INDEX

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PREFACE

Récé édéà égîŝàîô, ŝuch àŝ héNo Chîd Left Behînd Actàd hé Educatîon Scîences Reform Act, hé pàcîcéŝ ô hé ïŝîué ô Educàîô Scîécéŝ (ïES), épôŝ ŝuch àŝScîentîic Research în Educatîon (SRE) ôm hé Nàîôà Réŝéàch Côucî (NRC), àd hé àîôuŝ ŝàéméŝ ŝuppô- îg ô cîîquîg à ô héŝé, ô à héî éà dîéécéŝ, hàé à éàŝ ôé hîg î cômmô: Thé àé pà ô à écé dîŝcôuŝé ô hé “ŝcîécé ô éducàîô.” ï pàîcuà,SRE, hîch pôîdéŝ à pôî ô dépàué ô ôu àguméŝ î hîŝ ôô, ŝééŝ ô déIé hà à ŝcîécé ô éducàîô mîgh ôô îé. Whé ôé ôcuŝéŝ ô hé éx îŝé, hà îŝ, ô hàSRE àcu- à ŝàŝ, ôé hàŝ ô côcudé hà î îŝ à juŝîIàé éxpààîô ô cué ŝcîéîIc hîîg, u àŝ ŝuch î îŝ ô pàîcuà ôîgîà ô îééŝîg. ï îŝ méé à écé màîéŝàîô ô hé ôg-ŝàdîg àgŝ ôé hé ŝcîéîIcî ô éducàîôà îquî. Wé î ô côîué î hîŝ ôô ô à dîŝcôuŝé hà éîééŝ îŝé ô é ôéîg ŝôméhîg é àôu héhé ô ô éducàîô cà é ŝcî- éîIc. ïŝéàd ô ôcuŝîg ôô much ô hé ŝuppôŝéd îédéd méàîg ô SRE, hîch î ô puŝh uŝ ôàd hé édîôuŝ àŝ ô ôéîg é àôhé phîôŝôph ô hé ŝcîécé ô éducàîô, é ŝpéd much ô ôu éégîéŝ, ô ô déémîîg hà hé éx méàŝ u ô hà màéŝ î pôŝŝîé, àd, î u, hà î màéŝ pôŝŝîé. Ou ŝujéc îŝ, à Iŝ gàcé, éducà- îô éŝéàch, u ôu àcuà ŝujéc îŝ much ôàdé hà hà. Wé hî SRE—îdééd, hé éîé dîŝcôuŝé ô éducàîô ŝcîécé—éLécŝ à umé ô dîŝîc, u muuà côŝîuîé, pôîîcà ôcéŝ ô môéméŝ uŝîg ŝcîécé ô ŝhàpé hà é càthînk, àd, huŝ, hà é càbecomehé î ŝô-càéd pôŝmôdé àgé. Théŝé ôcéŝ ô môéméŝ àé, îéL, (1) hé môéméŝ ô pôéŝŝîôàîzé éducàîôà éŝéàchéŝ, (2) hé àémpŝ ô éŝîc démôcàc îà ŝcîéîŝm, (3) hé uŝéŝ ô àcàdémîc càŝŝîIcàîôŝ ô ôgàîzîg hé ôd îô ŝôcîà gôupŝ, (4) hé împéàîéŝ ô hé îô- màîôà ŝôcîé, hîch ŝéé pécîŝîô î ôdé ô côé hé ôd îô “dàà” ô éàŝ gôéîg, àd (5) hé éécŝ ô àŝàîôà càpîàîŝ éxchàgéŝ, hîch côé ééhîg îô à côŝ-ééI ààŝîŝ àd màé uŝ à cômpîcî î àŝ é dô ô u gàŝp. Ou chàpéŝ, éàch àddéŝŝîg ôé ô môé ô héŝé pôîîcà ôcéŝ, cà é éàd îdépédé ô éàch ôhé. Tôgéhé, hôéé, hé éLéc

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îîî

PREFACE

hà é hî îŝ à împôà môdé ô îquî hàSRE àd ôhé éxŝ ŝééîg ô éŝàîŝh à ŝcîécé ô éducàîô ôud dîŝpàcé. Ou môdé ô îquî îŝ îépéîé àd cîîcà. Ou îépéàîô ô à éx—à ém é uŝé ôàd ô méà àhîg hà cà éread, àd ô juŝ àcuà îé éxŝ—îôéŝ ô îdŝ ô éàdîg. Thé Iŝ îd ô éàdîg ŝàŝ côŝé ô hé éx àd ŝééŝ ô éxpôŝé îŝ udéîg ôgîc àd côàdîcîôŝ. Thé ŝécôd îd ô éàdîg ŝîuàéŝ héŝé éxŝ îhî hé cuuà àd pôîîcà côéxŝ hà màé hém pôŝŝîé àd ô hîch hé àé épéŝéàîé, môé ô éŝŝ éxpîcî. Thîŝ îd ô éàdîg îŝ à hîghtheoretîcaàd àŝ ŝuch î îŝ pàcîcé, àŝô hîghpractîca. Whà dô é méà? Béôé ŝàîg hà é méà, é muŝ Iŝ îdéî ôu ôjéc: Whà îŝ héô? Théô ŝéémŝ ô îôé hpôhéŝéŝ. Yé, côŝîdé à càîm hà côud é é é màdé  àôd àhéé: “Bô îŝ à uŝôd.” ï héô îŝ ôhîg môé hà à hpôh- éŝîŝ, hé hé àŝŝéîô hà hîŝ càîm îŝ àcuà à héô mà é é é pééc àîd. Bu à “héô” ŝéémŝ môé hà ŝîmp à hpôhéŝîŝ, ô, àhé, î ŝéémŝ môé hà à ŝîmpé hpôhéŝîŝ. Jôàhà Cué pôîdéŝ hà é hî îŝ à juŝîIàé déIîîô ô héô. Hé àguéŝ hà héô îŝ à hpôhéŝîŝ u ô à pàîcuà îd. ï muŝ îôé cômpéx éàîôŝ ô à ŝŝémàîc îd àmôg à umé ô àcôŝ, àd î càô é ôîôuŝ 1 ô éàŝî côIméd ô dîŝpôéd. Thîŝ împîéŝ, hé, hà héô îŝ ô à “émpîîcà” côcép; î îŝ à àc ô ŝpécuàîô, à àc ô îépéà- îô, à àc ô éàdîg. Sô, hé héô îŝ côŝuéd àŝ à côcéàîô ô ôŝéàîôŝ àŝéd ô émpîîcà “àcŝ”  éhàîôîŝŝ àd ôhé pôŝîîîŝ éŝéàchéŝ, é cà ŝà, îh Pàu dé Mà, hà ŝuch côŝucîô mà î 2 àc é à éŝîŝàcé ô éàdîg. Théôîéŝ, à éàŝ hé ôéŝ îh hîch é àé côcééd, àé, àc- côdîg ô Cué, “ŝpécuàîé pàcîcéŝ” hôŝé màî ééc îŝ ô dîŝup “cômmô ŝéŝé.” ïquî éàdîg ô héôîéŝ, hééôé, îŝ “pàcîcà” ô hé éxé î chàgéŝ péôpé’ŝ îéŝ, àd màéŝ hém hî dîéé àôu héî ôjécŝ ô ŝud àd héî àcîîîéŝ î ŝudîg hém. Théôîéŝ, hé, àé ô ŝîmp îépéîé àcŝ; hé àé “pàcîcéŝ” îh é pàcîcàé éécŝ—hé môé àcôŝŝ ŝpàcé àd îmé àd (é)ŝhàpé hé ôdŝ hé ôuch. Yé, î éducàîô, é ŝéém cômôàé îh hé îdéà hà héô îŝ dîŝîc ôm pàcîcé, éŝpécîà hé é pu ôh hé îéd cîchÉ hà héô muŝ îôm pàcîcé. Thîŝ dîŝîcîô ééé héô àd pàcîcé màéŝ à céàî îd ô ŝéŝé î îŝ pémîŝé îŝ côéc hà “héôîzîg” îŝ à pàcîcé ô pàîcuà àcôŝ, àmé, îéécuàŝ, àcàdémîcŝ, ŝcîéîŝŝ, àd ŝô ô. ï ŝuch à pémîŝé îŝ àîd, hé ôé cà é é ŝé ô hé pàcîcé

1. Jôàhà Cué,Lîterary Theory: A Very Short Introductîon (Oxôd: Oxôd Uîéŝî Péŝŝ, 1997), 2–3. 2. Pàu dé Mà, “Thé Réŝîŝàcé ô Théô,”Yae French Studîes(1982): 3–20, 15. 63