Epistemic work in Portuguese parliamentary education debates

Externalisation to world situations as a source of epistemic capital

Bibliographic Data

ID21725976
AuthorsÍris Santos (0000-0002-0136-0863, Tampere University, corresponding author)
Year2022
Volume21
Issue3
Pages520-540
Publication date2022-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 1474-9041 • E-ISSN: 2165-8714
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1474904121990474
OpenAlexW3129928511
LanguageEN
Citations received2
References cited24

This article seeks to analyse how epistemic work (Alasuutari, 2018; Alasuutari and Qadir, 2019) in Portuguese parliamentary education debates develops through externalisation to world situations (Schriewer, 1990) whose references are used as epistemic capital (Alasuutari, 2018). The study explores debates occurring during Legislature X (2005–2009), in which the number of external references in plenary education debates significantly peaked compared with previous and subsequent legislatures. The analysis demonstrates that there was a change in the (de-)legitimation strategies policymakers used during this legislature. In addition to using the traditional ideological principles associated with each party, deputies often opted to use international organisations and their instruments, alongside reference societies, as authoritative sources to strengthen arguments and persuade their audience of their validity. This suggests that parliamentary policymakers assume that these external elements are useful in earning support for their policy ideas and promoting reform proposals

Economics · Epistemic community · Epistemology · Ideology · Legislature · Legitimation · Political science · Politics · Portuguese · Positive economics · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Public Administration · Social Media and Politics

Tools

Open DOIOpen Access