Epistemic corruption and the research impact agenda

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
I. Kidd, J. Chubb, Joshua Forstenzer
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引用次数: 12

Abstract

Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.
认识论腐败与研究影响议程
当代教育认识论者对当代学术的一些过程和结构对学术研究者的认识实践和性格的扭曲影响表示担忧。这些关切是用认识腐败的概念来阐述的。在这篇文章中,我们以2012-2014年期间的研究影响议程为例,为这些出于理论动机的担忧提供了可信度。来自英国和澳大利亚学者的访谈数据证实,影响议程系统在一开始就促进了认识恶习的发展和实践。除了证明关于认识论腐败的理论动机之外,纳入经验方法和材料可以帮助我们在对研究影响议程的演变形式进行持续的批判性审查时,将这一概念付诸实践。
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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