NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1113124
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0160-7561
Insufficiency of Entitlement Criteria as Justification for Knowledge Claims in Narrative Research
Christopher, Justin
Philosophical Studies in Education, v47 p108-117 2016
Narrative research is a commonly employed research methodology. In narrative research, researchers capture the testimony of their participants on a myriad of topics, e.g. how they feel about teaching or how they feel their ethnic background influences the way that they analyze concepts. Such testimony in narrative educational research commonly relies upon teachers providing explanations of how their background, knowledge and expertise have shaped them to teach in the manner in which they do teach. Furthermore, narrative researchers provide their own interpretation, as a form of narrative evaluation, to the testimony contributed by the subjects. To what extent can we take either testimony, that of the participants or the researcher, as knowledge? That is what Caduri considers in her article "On the Epistemology of Narrative Research in Education." While she argues that knowledge claims of researchers are not justified, we can be intellectually "entitled" to accept them. Caduri provides three criteria which, when met, allow for entitlement of knowledge claims. Justin Christopher argues that while such criteria are necessary for warrant/justification, they are not sufficient. In order to be warranted, in any capacity, knowledge claims must have evidentiary reasons for acceptance. Christopher argues from a pragmatic perspective to make this argument.
Ohio Valley Philosophy of Education Society. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A