Evidence-informed policies and Evidence-informed policies and auto/biographical researchauto/biographical research

Morwenna GriffithsMorwenna GriffithsSchool of EducationSchool of EducationEdinburgh UniversityEdinburgh University

morwenna.griffiths@ed.ac.ukmorwenna.griffiths@ed.ac.uk

Outline of talkOutline of talk

What sort of ‘evidence’ or ‘research’? What sort of ‘evidence’ or ‘research’? Value-free, factual, certain and universal, Value-free, factual, certain and universal,

empirical educational researchempirical educational research Epistemologies of the practical, unique and Epistemologies of the practical, unique and

particular particular Policy makers drawing on auto/biographical Policy makers drawing on auto/biographical

stories in educational research. stories in educational research. Some conclusions for educational researchersSome conclusions for educational researchers

Research-informed/ evidence-informed Research-informed/ evidence-informed policy and strategy: what do leaders policy and strategy: what do leaders need?need?

Value-free?...Value-free?... ……Information and facts?...Information and facts?... ……Which are certain and universally Which are certain and universally

applicable?applicable?

Value free?Value free?

For education:For education: ValuesValues On the side ofOn the side of Action-oriented, passionate Action-oriented, passionate

(Compare ‘about education’)(Compare ‘about education’)

Information and facts?Information and facts?

i.e. Knowledge that. ..i.e. Knowledge that. ..But also:But also:

Knowledge how toKnowledge how to

Practical wisdomPractical wisdom

Understanding: conceptualisation, Understanding: conceptualisation, realisation.realisation.

Positionality and seeing things Positionality and seeing things differently.differently.

Universally applicable? Universally applicable? (i.e. over time and place)(i.e. over time and place)

Epistemology of the practical, Epistemology of the practical, unique and particularunique and particular

Aristotle: Aristotle: Practical wisdomPractical wisdom

Cavarero, Arendt: Cavarero, Arendt: Plurality, Plurality, Reciprocal dependency, Reciprocal dependency, NatalityNatality

Practical WisdomPractical Wisdom

Aristotle provided a rich analysis of the Aristotle provided a rich analysis of the kind of knowledge that guides and is well kind of knowledge that guides and is well fitted to, characteristically human – and fitted to, characteristically human – and therefore inescapably ethical – activity therefore inescapably ethical – activity (praxis)…. The materials of human affairs, (praxis)…. The materials of human affairs, he believes, are subject to such variety he believes, are subject to such variety and fluctuation that they do not lend and fluctuation that they do not lend themselves to exceptionless, universal themselves to exceptionless, universal formulation.formulation.Joseph Dunne ‘Practical Reason’Joseph Dunne ‘Practical Reason’

PluralityPlurality

Plurality is the condition of human action Plurality is the condition of human action because we are all the same, that is, because we are all the same, that is, human, in such a way that nobody is ever human, in such a way that nobody is ever the same as anyone else who ever lived, the same as anyone else who ever lived, lives, or will live. lives, or will live.

Arendt, Arendt, The Human ConditionThe Human Condition

Reciprocal dependency: Reciprocal dependency: BelongingBelonging

The human being who has lost his place in The human being who has lost his place in a community, his political status..and legal a community, his political status..and legal personality … can be adequately dealt personality … can be adequately dealt with only by the unpredictably hazards of with only by the unpredictably hazards of friendship and sympathy or by the great friendship and sympathy or by the great and incalculable grace of love. and incalculable grace of love.

Arendt Arendt TotalitarianismTotalitarianism

Reciprocal dependency: Reciprocal dependency: I and weI and we

‘‘I’ is a fragment rather than an atom (I am I’ is a fragment rather than an atom (I am always part of a ‘we’).always part of a ‘we’).

Griffiths Griffiths Feminisms and the SelfFeminisms and the Self

NatalityNatality

The frailty of human institutions and laws The frailty of human institutions and laws and, generally, of all matters pertaining to and, generally, of all matters pertaining to men's living together, arises from the men's living together, arises from the human condition of natality and is quite human condition of natality and is quite independent of the frailty of human nature. independent of the frailty of human nature.

Arendt Arendt The Human ConditionThe Human Condition

Epistemological questionsEpistemological questions

Soundness: Soundness:

Truthfulness Truthfulness

ValidityValidity StrongStrong Well-grounded or justifiableWell-grounded or justifiable Having a conclusion correctly derived Having a conclusion correctly derived

from premisesfrom premises

Sound auto/biographical researchSound auto/biographical research

Truthfulness: accuracy and sincerity. Truthfulness: accuracy and sincerity. Representativeness. Representativeness. Representation. Representation. Re-framing of the matter at hand.Re-framing of the matter at hand. Genre.Genre. Literary quality. Literary quality. Reflexivity.Reflexivity.

Uses by policy makersUses by policy makers

L. Gow and A. McPherson: L. Gow and A. McPherson: Tell them from meTell them from me

Pamela Munn et al.: Pamela Munn et al.: Positive school disciplinePositive school discipline

Ann Pirrie, Gale Macleod et al:Ann Pirrie, Gale Macleod et al: Excluded pupilsExcluded pupils

So what for us, educational So what for us, educational researchers?researchers?

All our work is personal, passionate and All our work is personal, passionate and committed. committed.

Reflexivity is essential. Reflexivity is essential. We need to educate our leaders, including We need to educate our leaders, including

policy makers. policy makers.