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  • Doug Belshaw 12:43 pm on May 26, 2017 Permalink | Reply
    Tags: education, evidence   

    Do we have a problem with 'evidence' in education? 

    I was alerted this week to a comment on a Google Doc I’d created earlier this year. It was draft post for DML Central in which I tried to make subtle point about the problem with ‘evidence’ in education. However, as was pointed out by some people, it came at an awkward time, with Trump’s inauguration, etc.

    The quotation below gives a taste of it. I’m happy to have a link to it from my own site:

    Saying that ‘evidence’ (and I’ll continue to use it in scare quotes) is the best thing upon which to base decisions is exactly the same neoliberal narrative that Silicon Valley companies use when they say they’re trusting algorithms based on data. There’s an appeal here to a manufactured, ersatz objectivity that attempts to short-circuit all forms of debate and discussion. After all, no-one wants to be accused of ‘prejudice’. The idol has been fashioned, now we must all bow down to it.

    Click here to read the article in full

     
  • Doug Belshaw 8:31 am on May 12, 2017 Permalink | Reply
    Tags: education, , social justice   

    What’s interesting about our our contemporary period is that we’re now saying schools can respond to problems of achievement and that we don’t need to address any of these larger structural issues. When you think about these larger questions—what causes economic inequality? What causes economic insecurity? How are resources distributed? Who has access to what?—they’ve been put off to the side. We’re not doing anything to address these questions at all.

    Harvey Kantor (Education Can’t Fix Poverty. So Why Keep Insisting that It Can?)
     
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