Sociologiska kritikbegrepp för utbildningsvetenskapen
DOI:
https://doi.org/10.24834/educare.2016.3.991Keywords:
Boltanski, reflexivity, totalization, expertiseAbstract
Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.
References
Aastrup Rømer, T, Tanggaard L & Brinkman, S (red.) (2011). Uren pædagogik. Aarhus: Klim.
Ball, S.J. (2004). Education for sale! The marketisation of everything?. King’s Annual Education Lecture, University of London, 2004-07-17. http://sys.glotta.ntua.gr/Dialogos/Politics/CERU-0410-253-OWI.pdf (nedladdad 2014-07-01).
Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31 (8), 18.
Biesta, G.J.J (2007). Why ‘what works’ won’t work: evidence-based practice and the democratic deficit in educational research. Educational theory, 57 (1), 1-22.
Biesta, G.J.J. (red.) (2012). Making sense of education: Fifteen contemporary educational theorists in their own words. Dordrecht/Heidelberg/New York: Springer.
Boltanski, L. (2011). On Critique. A Sociology of Emancipation. Cambridge: Polity.
Burawoy, M. (2005). For Public Sociology. American Sociological Review, 70 (1), 4-28.
Carr, W. (2004). Philosophy and education. Journal of philosophy of education, 38 (1), 55-73.
Dimitriadis, G. (2012). Critical dispositions: evidence and expertise in education. New York: Routledge.
Dobson, S & Steines J, (Ed) (2010). Questioning the Academic Genre. Nordic Studies in Education, 2010 (4), Special issue.
Englund, T. (2004). Nya tendenser inom pedagogikdisciplinen under de senaste decennierna. Pedagogisk forskning, 9 (1), 37.
Englund, T. (2006). New trends in Swedish educational research. Scandinavian journal of educational research, 50 (4), 383-396.
Evans, R. (2008) The sociology of Expertise: The Distribution of Social Fluency. Sociology Compass, 2 (1), 281-298.
Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31 (4), 4-14.
Flyvbjerg, B. (2005). Social Science that Matters. Foresight Europe, October 2005-March 2006, 38-42.
Foucault, M. (1983). Vansinnets historia under den klassiska epoken. Stockholm: Arkiv.
Foucault, M. (1991). Remarks on Marx. Conversations with Duccio Trombadori. New York: Semiotext(e).
Foucault, M. (1994). The birth of the clinic: an archaeology of medical perception. New York: Vintage Books.
Foucault, M. (2003). Övervakning och straff: fängelsets födelse. (4., översedda uppl.). Lund: Arkiv.
Fritzell, C. (2011). Pedagogikens kris. Pedagogisk forskning i Sverige, 16 (3), 214.
Guber, S. (2007). Skolan gör skillnad. Etnicitet och institutionell praktik. Doktorsavhandling: Linköping: Linköpings universitet.
Habermas, J. (1987). The theory of communicative action. Vol. 2, Lifeworld and system: a critique of functionalist reason. Boston: Beacon Press.
Hammersley, M (2005). Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers’ case for researchbased policy making and practice. Evidence & Policy, 1 (1), 85-100.
Hansen, M. P. (2016). Non-normative critique: Foucault and pragmatic sociology as tactical re-politicization. European Journal of Social Theory, 19 (1), 127-145.
Herbert A & Bergstedt B, (2008). Kunskapen och språket: om pedagogiken, texten och hjärnan. Stockholm: Liber.
Honneth, A. (2007). Disrespect. The normative foundations of critical theory. Cambridge: Polity.
Horkheimer, M., Adorno, T.W. (1997). Upplysningens dialektik: filosofiska fragment. (Ny, rev. Uppl.). Göteborg: Daidalos.
Janukowitz, N. & Provezis, S. (2014). Neoliberal Ideologies, Governmentality and the Academy: An Examination of accountability through assassment and transparancy. Educational Philosophy and Theory, 46 (5), 475-487.
Jasanoff S. (2003). Technologies of humility: citizen participation in governing science. Minerva, 41 (3), 223-244.
Larsson, A. (2001). Det moderna samhällets vetenskap: Om etableringen av sociologi i sverige 1930-1955. Umeå: Umeå universitet.
Lather, P. (2004). Scientific research in education: a critical perspective. British Educational Research Journal, 30 (6), 759-772.
Latour, B. (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30 (2), 225-248.
Lundgren, U. P. (2002). Utbildningsforskning och utbildningsreformer. Pedagogisk forskning i Sverige, 7 (3), 233.
Lynch, K. (2006). Neo-liberalism and marketisation: The implications for higher education. European Educational Research Journal, 5 (1), 1-17.
Owen, D. (2002). Criticism and Captivity: On Genealogy and Critical Theory. European Journal of Philosophy, 10 (2), 216-230.
Paul, J. L., & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71 (4), 525-547.
Pring, R. (2004). Philosophy of educational research. London: Continuum.
Rees, G., Baron, S., Boyask, R., & Taylor, C. (2007). Research-capacity building, professional learning and the social practices of educational research. British Educational Research Journal, 33 (5), 761-779.
Rose, N., Miller, P. (1992). Political Power beyond the State: Problematics of Government. The British Journal of Sociology, 43 (2), 173-205.
Scott, D & Usher, R. (1996). Understanding educational research. London: Routledge.
Sellbjer, S. (2010). Profilering och likformighet: Om pedagogikämnets innehåll vid sex svenska universitet 1975-2000, Pedagogisk forskning i Sverige, 15 (2/3), 187.
Slavin, R. E. (2002). Evidence-Based Education Policies: Transforming Educational Practice and Research. Educational Researcher, 31 (7), 15-21.
Sörlin, S. & Vessuri, H.M.C. (red.) (2007). Knowledge society vs. knowledge economy: knowledge, power, and politics. New York, N.Y.: Palgrave Macmillan.
Turner, S. (2001). What is the Problem with Experts?. Social Studies of Science, 31 (1), 123-149.
UKÄ (2014). Kvalitetsutvärdering av pedagogik, didaktik och utbildningsvetenskap och närliggande huvudområden. http://kvalitet.uka.se/resultatsok?utvarderingar=pedagogik,%20didaktik%20och%20utbildningsvetenskap (nedladdad 2014-10-01).
Uljens, M, (2001). Pedagogik i början av det 21: a århundradet. Utbildning & demokrati, 10 (1), 133-140.
