A Dialogical Epistemology for Educational Evaluation


by William R. Penuel 2010

This chapter contrasts the approach to educational evaluation championed in recent educational policy-making with a dialogical epistemology of evaluation. A dialogical epistemology, drawn from the writings of M. M. Bakhtin, enjoins evaluators to consider multiple voices and their relative authority and power in making judgments of the worth or merit of programs. Further, it positions them as participants in policy discussions rather than arbiters of program value whose authority stems from the methods they use.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 128-143
http://www.tcrecord.org ID Number: 18408, Date Accessed: 12/14/2017 7:48:59 PM

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