Engaging Science Policy: From the Side of the Messy
Situated in education policy analysis, this book is at the cutting edge of major debates across the social sciences regarding the nature of science, qualitative/quantitative tensions, post-foundational possibilities, and the research/policy nexus. Located between the aftermath of poststructuralism and the new scientism afoot in neoliberal audit culture, the book posits an engaged social science that is accountable to complexity and the political value of not being so sure. Its insistence is to put deconstruction to work in the midst of messiness, contingency, and ambiguity. The book will be useful in courses on education, feminist policy analysis, and qualitative research across disciplines.
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accountability AERA Annenberg Challenge approach argues audit culture Boruch Carl Schmitt chapter complex context critical theory critique Cultural Studies debate deconstruction democracy democratic Derrida discourse displaced Edited education policy educational research efforts empirical ence engagement epistemological ethical evidence example federal feminist post)critical policy Flyvbjerg focus Foucauldian Foucault foundations Gayatri Spivak governmental ground human sciences ibid interventions issues Jacques Ranciere kind of science knowing knowledge Lather learning managerialism Markussen means messiness methodology methods models Mosteller move multiple NCLB neoliberal numbers ontology Ozga paradigm Patton philosophy policy research policy-makers political post-foundational post-neoliberalism post)critical policy analysis Postmodern postpositiv poststructural praxis program evaluation Qualitative Inquiry qualitative research question Ranciere Randomized re-inscribed reflexivity Research in Education rhetoric rigor role Routledge Science Wars scientific scientism shift social science sort strategic Stronach and Piper Taubman teachers thinking tion Translated trouble turn understanding University Press Viadero York