Furthering alternative cultures of valuation in higher education research

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The value of higher education is often implicit or assumed in educational research. The underlying and antecedent premises that shape and influence debates about value remain unchallenged,which perpetuates the dominant, but limiting, terms of the debate and fosters reductionism. The article proceeds on the premise that analyses of value are not self-supporting or self-referential but are embedded within prevailing cultures of valuation. It contends that challenging, and providing alternatives to, dominant narratives of higher education requires an appreciation of those cultures. It therefore highlights some of the existing cultures of valuation and their influence. It then proposes Sayer’s concept of lay normativity as a culture of valuation and discusses how it translates into the practices of research into higher education, specifically the practic eof analysis. The discussion is animated by detecting the presence of lay normativity in the evaluative space of the capability approach.
LanguageEnglish
Pages37-51
Number of pages15
JournalCambridge Journal of Education
Volume47
Issue number1
Early online date14 Dec 2015
DOIs
Publication statusPublished - 2017

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normativity
education
say
reductionism
educational research
Values
narrative

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Furthering alternative cultures of valuation in higher education research. / Downs, Yvonne.

In: Cambridge Journal of Education, Vol. 47, No. 1, 2017, p. 37-51.

Research output: Contribution to journalArticle

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