The Paradigm of Critical Realism and Involving Educators in Policy Debates

Authors

  • Juan David Parra Erasmus University, The Netherlands

DOI:

https://doi.org/10.26817/16925777.272

Keywords:

Education policy, Critical Realism, professional educators, causal knowledge

Abstract

Education policy debates in Colombia often exclude the voice of professional educators. The aim of this paper is to introduce Critical Realism as an alternative to dominant social research paradigms that enables the possibility of more inclusive education policies. The ontic and epistemic elements of CR make a call for an inter-paradigmatic dialogue to retrieve causal explanations by providing scientific value to first-hand living experiences of social actors. In the end, different researchers (i.e. statisticians and school teachers) have a crucial, but differentiated, role, in the quest for scientific discovery.

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Published

2015-06-20

How to Cite

Parra, J. D. (2015). The Paradigm of Critical Realism and Involving Educators in Policy Debates. GIST – Education and Learning Research Journal, (10), 149–171. https://doi.org/10.26817/16925777.272

Issue

Section

Reflective Articles