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The Politics of Inquiry: Education Research and the "Culture of Science" (review)

The Politics of Inquiry: Education Research and the "Culture of Science" (review) Book Review The Politics of Inquiry:Education Research and the"Culture of Science" David Hursh Benjamin Baez and Deron Boyles, The Politics of Inquiry:Education Research and the "Culture of Science." New York: SUNY Press, 2009. 252 pp. ISBN 079147688X. $24.95 (pbk.) Baez and Boyle provide evidence that educational research is inherently political and shapes how we look at the world, what research questions we ask, and what counts as a valid answer. They show how those who hold powerful governmental and academic positions advocate for and limit funding to research that is positivistic and elevates the natural sciences above all other forms of science. Such an approach not only marginalizes other forms of science but also slights ethical questions of good and right action. Moreover, this narrow view of science guides what research the government, foundations, and corporations fund, what academic journals are held up as most prestigious, which research is published, and what research counts towards tenure and promotion. Most importantly, the current push towards positivist research, exemplified by the No Child Left Behind Act and National Research Council holding up experimental research with randomized control groups as the "gold standard," positions teachers and most education professors as consumers http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Culture Purdue University Press

The Politics of Inquiry: Education Research and the "Culture of Science" (review)

Hursh, David W.
Education and Culture , Volume 27 (1) – Jun 3, 2011
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Publisher
Purdue University Press
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Copyright © Purdue University Press
ISSN
1559-1786
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Abstract

Book Review The Politics of Inquiry:Education Research and the"Culture of Science" David Hursh Benjamin Baez and Deron Boyles, The Politics of Inquiry:Education Research and the "Culture of Science." New York: SUNY Press, 2009. 252 pp. ISBN 079147688X. $24.95 (pbk.) Baez and Boyle provide evidence that educational research is inherently political and shapes how we look at the world, what research questions we ask, and what counts as a valid answer. They show how those who hold powerful governmental and academic positions advocate for and limit funding to research that is positivistic and elevates the natural sciences above all other forms of science. Such an approach not only marginalizes other forms of science but also slights ethical questions of good and right action. Moreover, this narrow view of science guides what research the government, foundations, and corporations fund, what academic journals are held up as most prestigious, which research is published, and what research counts towards tenure and promotion. Most importantly, the current push towards positivist research, exemplified by the No Child Left Behind Act and National Research Council holding up experimental research with randomized control groups as the "gold standard," positions teachers and most education professors as consumers

Journal

Education and Culture – Purdue University Press

Published: Jun 3, 2011

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