Getting what you pay for
Divergent conceptions of knowledge in practitioner inquiry
Bibliographic Data
| ID | 11476916 |
|---|---|
| Authors | Alisa Belzer (0000-0002-7875-406X, Rutgers, the State University of New Jersey, corresponding author) |
| Year | 2009 |
| Volume | 41 |
| Issue | 2 |
| Pages | 138-153 |
| Publication date | 2009-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in the Education of Adults (JOURNAL) |
| Journal identifiers | ISSN: 0266-0830 • E-ISSN: 1478-9833 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02660830.2009.11661578 |
| OpenAlex | W208626053 |
| Language | EN |
| References cited | 6 |
In this paper, I report on the work of a practitioner inquiry group that went awry when the sponsor refused to publish and disseminate the participants' final reports, stating that they were of poor quality and did not contribute to the knowledge base. I, the facilitator of the group, disagreed strongly with her. I suggest that the difference between her evaluation and mine may have seemed to be about different views of what counts as quality, but were likely indicators of deeper differences with regard to our views on knowledge. I conclude by stating that examinations of knowledge conceptions are key to practitioner inquiry stakeholders finding consensus on appropriate outcomes, or at least making spaces for alternatives, and the potential value of the work that practitioners do in inquiry groups
Dissemination · Epistemology · Facilitator · Knowledge base · Medical education · Pedagogy · Political science · Public relations · Publication · Quality (philosophy · Sociology · Value (mathematics · Work (physics · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Law · Medicine · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |