Archive for February 20th, 2014

February 20, 2014

Always Evidence-Based Practice. Or Not?

I wrote about research here (Research and rule)  and here (Lies, damned lies and statistics) and I would like to draw attention to an interesting yet less questioned aspect of educational research: what are the limitations of evidence-based practices?

Phil Wood tweeted several articles and links (by the way, if you do not follow him you should) and I was intrigued about two in particular: “Why What ‘Works’ in Education Won’t Work” by Gert Biesta (Educational Theory, Vol. 57, 2007) and Using a Living Theory Methodology by Jack Whitehead (Educational Journal, 2008).

Biesta takes a critical look at the evidence-based practice rhetoric by analyzing the epistemology behind it, its role in shaping education policies and the relationships it creates within a democratic system.

“(…) evidence-based education seems to favor a technocratic model in which it is assumed that the only relevant research questions are questions about the effectiveness of educational means and techniques, forgetting, among other things, that
what counts as ‘‘effective’’ crucially depends on judgments about what is educationally desirable.”

Thus, “effectiveness” alone becomes the sole criterion for implementing a specific teaching method or strategy. Although apparently neutral (who would contest the need to use most effective strategies?), evidence-based practice does bear an implied assumption that teaching is, in fact, a simple cause-effect chain of teaching-learning experiences, and that the teacher’s work is simply to apply a particular intervention.

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