Downs, Yvonne (2015) Furthering alternative cultures of valuation in higher education research. Cambridge Journal of Education. ISSN 0305-764X
- Published Version
Available under License Creative Commons Attribution.
Download (1MB) | Preview
- Accepted Version
Restricted to Repository staff only
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. I proceed on the premise that analyses of value are not self–supporting or self-referential but are embedded within prevailing cultures of valuation. I contend that challenging, and providing alternatives to, dominant narratives of higher education requires an appreciation of those cultures. I therefore highlight some of the existing cultures of valuation and their influence. I then propose Sayer’s concept of lay normativity as a culture of valuation and discuss how it translates into the practices of research into higher education, specifically the practice of analysis. I animate the discussion by detecting the presence of lay normativity in the evaluative space of the capability approach.
|Subjects:||H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
|Schools:||The Business School|
|Depositing User:||Yvonne Downs|
|Date Deposited:||26 Oct 2015 16:35|
|Last Modified:||18 Feb 2017 12:57|
Downloads per month over past year
Repository Staff Only: item control page