Epistemic Justice in Educational Governance: Reframing Knowledge, Authority, and Legitimacy in Contemporary School Systems
Özet
Referanslar
Anderson, E. (2012). Epistemic justice as a virtue of social institutions. Social Epistemology, 26(2), 163-173. https://doi.org/10.1080/02691728.2011.652211
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547-560. https://doi.org/10.1080/02680930903585544
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://doi.org/10.1080/0141192042000195236
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy. MIT Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Journal of Educational Administration, 38(2), 112-129. https://doi.org/10.1108/09578230010320064
Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Laboratory for Student Success, Temple University.
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149-162. https://doi.org/10.1080/02680930902733121
Pohlhaus, G. (2012). Relational knowing and epistemic injustice: Toward a theory of willful hermeneutical ignorance. Hypatia, 27(4), 715–735. https://doi.org/10.1111/j.1527-2001.2011.01222.x
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Selwyn, N. (2019). What’s the problem with learning analytics? Journal of Learning Analytics, 6(3), 11-19. https://doi.org/10.18608/jla.2019.63.3
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Weber, M. (1978). Economy and society: An outline of interpretive sociology (G. Roth & C. Wittich, Eds.). University of California Press.
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. Sage.
Young, I. M. (2000). Inclusion and democracy. Oxford University Press.
Referanslar
Anderson, E. (2012). Epistemic justice as a virtue of social institutions. Social Epistemology, 26(2), 163-173. https://doi.org/10.1080/02691728.2011.652211
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547-560. https://doi.org/10.1080/02680930903585544
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://doi.org/10.1080/0141192042000195236
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy. MIT Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Journal of Educational Administration, 38(2), 112-129. https://doi.org/10.1108/09578230010320064
Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Laboratory for Student Success, Temple University.
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149-162. https://doi.org/10.1080/02680930902733121
Pohlhaus, G. (2012). Relational knowing and epistemic injustice: Toward a theory of willful hermeneutical ignorance. Hypatia, 27(4), 715–735. https://doi.org/10.1111/j.1527-2001.2011.01222.x
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Selwyn, N. (2019). What’s the problem with learning analytics? Journal of Learning Analytics, 6(3), 11-19. https://doi.org/10.18608/jla.2019.63.3
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Weber, M. (1978). Economy and society: An outline of interpretive sociology (G. Roth & C. Wittich, Eds.). University of California Press.
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. Sage.
Young, I. M. (2000). Inclusion and democracy. Oxford University Press.
