Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad

Autores

  • 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

Palavras-chave:

pós-verdad, metodología, política educativa, noticias falsas

Resumo

Esta dossiê especial levanta questões urgentes sobre como os estudiosos da educação podem pensar e fazer políticas e metodologias em uma era pós-verdade. Os autores se deparam com questões sobre os papéis e responsabilidades dos pesquisadores educacionais em um momento em que a pesquisa e a política perderam seus laços na verdade. Juntos, eles reconceitualizam a pesquisa e a política educacional à luz das verdades posteriores, do sentimento anti-científico e da ascensão mundial do populismo de direita. Os editores também se perguntam se a verdade posterior recebe uma má reputação. A pós-verdade poderia ter algo produtivo para oferecer? O que abre a verdade depois da pesquisa e da política educacional? Ou o verdadeiro problema desta questão especial é um desespero coletivo de nossa própria insignificância e obsolescência depois da verdade posterior? Independentemente do que nós (editores e autores) pretendemos fazer, esta edição especial não será ouvida pelos apoiadores e apoiadores da verdade posterior. Talvez sua única contribuição seja um incentivo para permanecer com os problemas de uma era pós-verdade, mesmo quando nos desesperamos com as conseqüências de nossa pesquisa e elaboração de políticas.

Downloads

Não há dados estatísticos.

Biografia do Autor

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.

Downloads

Publicado

2018-11-19

Como Citar

Wolgemuth, J. R., Koro-Ljungberg, M., Marn, T. M., Onwuegbuzie, A. J., & Dougherty, S. M. (2018). Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad. Arquivos Analíticos De Políticas Educativas, 26, 145. https://doi.org/10.14507/epaa.26.4357

Edição

v. 26 (2018)

Seção

Rethinking Education Policy and Methodology in a Post-truth Era