Diversity is an asset to science not a threat
- Authors: Blackie, Margaret A
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426624 , vital:72373 , xlink:href="https://www.jstor.org/stable/48687065"
- Description: In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.
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- Date Issued: 2021
Engineering Education Research for educational change: the possibilities of critical realism for conceptualising causal mechanicsms in education
- Authors: Case, Jennifer , Blackie, Margaret A
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426637 , vital:72374 , xlink:href="https://doi.org/10.1016/j.biocontrol.2013.07.023"
- Description: Engineering Education Research (EER) grew in prominence from the late 1990s as purposes for this field were espoused in relation to the necessity of change for engineering education in the newly globalising world. Arguments centred on overall challenges with recruitment to engineering, specifically in relation to historically underrepresented populations, as well as with the forms of education (both in terms of quality of teaching and relevance of curricula) offered to students, and the needs of employers as reflected in newly-emerged global accreditation systems. In a field that is at least partly directed towards educational change, there is a need to understand how change typically happens in education systems. This article first draws on findings from the sociology of education to show that causality in relation to educational change is complex. It then turns to the philosophy of critical realism for a way of thinking about change that can inform EER, and concludes by outlining how this might change the research questions that drive the field, and how these might be approached.
- Full Text:
- Date Issued: 2013