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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: