David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 42 (s1):87-119 (2008)
This article examines the ethnographic case study in education in the context of policy making with particular emphasis on the practice of research and policy making. The central claim of the article is that it is impossible to establish a transcendental epistemology of the case study on instrumental rationality. Instead it argues for the notion of situated judgement that needs to be made by practitioners in context, practitioners being both researchers and policy makers. In other words, questions about the level of confidence or warrant that can be placed in different sorts of research evidence and findings cannot be answered independently of forming a view about the appropriateness of the policy culture that shapes political decision-making. The article draws a distinction between the general, which is internal to the data as construed by a particular discipline, and the universal, which is the result of embedded human deliberation. This applies to all research findings and not only to case study, although since case study has long had to defend itself against accusations of the lack of generality, it can be a useful starting point for the discussion. This article is not meant to be yet another defence of the case study research genre, although a summary of other defences is offered. Rather it focuses on how use of the case study points to the limits of epistemology as rationality and offers a view of epistemology as ethics.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Andrés Mejía (2010). The General in the Particular. Journal of Philosophy of Education 44 (1):93-107.
Stijn Mus (2012). The Case for Fiction as Qualitative Research: Towards a Non-Referential Ground for Meaning. Ethics and Education 7 (2):137-148.
Similar books and articles
Lorraine Foreman-peck & Jane Murray (2008). Action Research and Policy. Journal of Philosophy of Education 42 (s1):145-163.
A. Ruzzene (2012). Drawing Lessons From Case Studies by Enhancing Comparability. Philosophy of the Social Sciences 42 (1):99-120.
Morwenna Griffiths (2013). Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making. Educational Philosophy and Theory:1-14.
Laurence R. Tancredi (1995). The Limits of Empirical Studies on Research Ethics. Ethics and Behavior 5 (3):217 – 236.
William E. Smythe & Maureen J. Murray (2000). Owning the Story: Ethical Considerations in Narrative Research. Ethics and Behavior 10 (4):311 – 336.
Walter Humes & Tom Bryce (2001). Scholarship, Research and the Evidential Basis of Policy Development in Education. British Journal of Educational Studies 49 (3):329 - 352.
Stephen Brigley (1995). Business Ethics in Context: Researching with Case Studies. [REVIEW] Journal of Business Ethics 14 (3):219 - 226.
Added to index2009-01-28
Total downloads13 ( #124,879 of 1,099,564 )
Recent downloads (6 months)1 ( #300,754 of 1,099,564 )
How can I increase my downloads?