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ERIC Number: EJ1141461
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-0620
A Social Epistemology for Educational Administration and Leadership
Eacott, Scott
Journal of Educational Administration and History, v49 n3 p196-214 2017
As a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A