ERIC Number: ED205597
Record Type: RIE
Publication Date: 1981-May-15
Reference Count: 0
Doing Justice in Evaluation Research.
The net result of the social-scientific developments in the 19th and 20th centuries is that educational research has inherited a science that is assumed to constitute a disinterested technology of social engineering and a benevolent source of positive social advance. Unfortunately, the social experiment conducted on traditional lines depends upon the extent to which control can be applied to the investigation; yet the achievement of such social control, through the manipulation of "haves" and "have nots" may come into conflict with new assumptions concerning social justice and democratic freedom. The problem of truth or, to put it another way, the problem of uncertainty is also ever-present in social research. The debate over these issues will continue, but two ideas should be kept in mind: (1) an evaluation is an intervention in a debate whose terms of reference are never quite the same as those addressed by the evaluation; and (2) the context of an evaluation or case study is not the same as the context of the action that might flow from it. (Author/BW)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Minnesota Evaluation Conference (2nd, Minneapolis, MN, May 15, 1981).