Comience aquí, o aquí, no aquí: Introducciones para repensar la política y metodología educativa en una era posverdad

Autores/as

  • Jennifer R. Wolgemuth University of South Florida
  • Mirka Koro-Ljungberg Arizona State University
  • Travis M. Marn Southern Connecticut State University
  • Anthony J. Onwuegbuzie Sam Houston State University
  • Shaun M. Dougherty Vanderbilt University

DOI:

https://doi.org/10.14507/epaa.26.4357

Palabras clave:

posverdad, metodología, política educativa, noticias falsas

Resumen

Este número especial plantea preguntas urgentes sobre cómo los académicos de la educación pueden pensar y hacer políticas y metodologías en una era posverdad. Los autores se enfrentan a preguntas sobre los roles y responsabilidades de los investigadores educativos en un momento en que la investigación y la política han perdido sus amarres en V/verdad. En conjunto, reconceptualizan la investigación y la política educativa a la luz de las posverdades, el sentimiento anticientífico y el auge mundial del populismo de derecha. Los editores también se preguntan si a la posverdad se le da una mala reputación. ¿Podría la posverdad tener algo productivo que ofrecer? ¿Qué abre la posverdad a la investigación y la política educativa? O bien, ¿es el problema real de este número especial una desesperación colectiva de nuestra propia insignificancia y obsolescencia después de la posverdad? Independientemente de lo que nosotros (los editores y autores) pretendamos hacer, este número especial no será escuchado por los partidarios y partidarios de la posverdad. Quizás su única contribución sea un estímulo para permanecer con los problemas de una era posverdad, incluso cuando nos desesperamos por las consecuencias de nuestras investigaciones y creaciones de políticas.

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Biografía del autor/a

Jennifer R. Wolgemuth, University of South Florida

Jennifer R. Wolgemuth is an Associate Professor in Measurement and Research at the University of South Florida. Her research focuses on the socio-politics of social science research. Her work illuminates and disrupts categorical accounts of the contexts, ethics, and outcomes of social science research, including their personal and social impacts on researchers, participants, and those who shepherd research evidence into policy and practice.

Mirka Koro-Ljungberg, Arizona State University

Mirka Koro-Ljungberg (Ph.D., University of Helsinki) is a Professor of qualitative research at the Arizona State University. Her scholarship operates in the intersection of methodology, philosophy, and socio-cultural critique and her work aims to contribute to methodological knowledge, experimentation, and theoretical development across various traditions associated with qualitative research. She has published in various qualitative and educational journals and she is the author of Reconceptualizing qualitative research: Methodologies without methodology (2016) published by SAGE and co-editor of Disrupting data in qualitative inquiry: Entanglements with the Post-Critical and Post-Anthropocentric (2017) by Peter Lang.

Travis M. Marn, Southern Connecticut State University

Travis M. Marn (Ph.D., University of South Florida) is a Professor in the Curriculum & Learning Department at Southern Connecticut State University where he teaches child development and educational psychology.  His scholarship focuses on philosophically informed empirical accounts of performative identities, employing new materialism and posthumanism in psychological research, and contributing to the development of qualitative and post-qualitative methods and methodologies.

Anthony J. Onwuegbuzie, Sam Houston State University

Anthony J. Onwuegbuzie is Professor in the Department of Educational Leadership at Sam Houston State University, where he teaches doctoral-level courses in qualitative research, quantitative research, and mixed research. Further, he is a Distinguished Visiting Professor at the University of Johannesburg and an Honorary Professor at the University of South Africa. His research areas primarily involve social and behavioral science topics, including disadvantaged and under-served populations such as minorities, children living in war zones, students with special needs, and juvenile delinquents. Also, he has conducted numerous research studies on factors that predict educational achievement at the primary, secondary, and tertiary levels. Additionally, he writes extensively on qualitative, quantitative, and mixed methodological topics applicable to multiple disciplines within the field of the social and behavioral sciences.

Shaun M. Dougherty, Vanderbilt University

Shaun M. Dougherty is an Associate Professor of Public Policy and Education, Peabody College of Education & Human Development, Vanderbilt University. His work focuses on applied quantitative analysis of education policies and programs, equity, and career and technical education.

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Publicado

2018-11-19

Cómo citar

Wolgemuth, J. R., Koro-Ljungberg, M., Marn, T. M., Onwuegbuzie, A. J., & Dougherty, S. M. (2018). Comience aquí, o aquí, no aquí: Introducciones para repensar la política y metodología educativa en una era posverdad. Archivos Analíticos De Políticas Educativas, 26, 145. https://doi.org/10.14507/epaa.26.4357

Número

Vol. 26 (2018)

Sección

Rethinking Education Policy and Methodology in a Post-truth Era