- Author:
Bartłomiej Walczak
- E-mail:
b.walczak@uw.edu.pl
- Institution:
Uniwersytet Warszawski
- ORCID:
https://orcid.org/0000-0002-0346-712X
- Year of publication:
2024
- Source:
Show
- Pages:
26-41
- DOI Address:
https://doi.org/10.15804/kie.2024.01.02
- PDF:
kie/143/kie14302.pdf
Cultural anthropology and educational evaluation
The paper describes the connections between cultural anthropology and educational evaluation. It starts from the history of anthropologically oriented educational evaluation, when a qualitative-oriented approach emerged from a dominant, post-Tyleran tradition. It analyses connections between anthropological evaluation and anthropological paradigms, in particular the phenomenological one. The next section explores the notion of culture, a central category for ethnographic research, making anthropological evaluation distinctive from other research using a qualitative methodology. It presents the discussion about the notion of culture and the meaning of an inclusive approach to the research on school cultures. The third part describes distinctive features of anthropological evaluation, contrasted to the “traditional” anthropology. In the fourth part, conclusions from a postmodern critique of the linguistic turn are described: involvement in the power/knowledge relationships, an ontoepistemological status of collected data, fluidity and ambiguity of the evaluator’s roles. The next section covers probably the most obvious aspects of anthropological evaluation – the methodological implications. The last, sixth part presents challenges for doing evaluations in anthropological settings: keeping the integrity of the roles, reflecting on the biases, limitation in influence on change, “competition” with the postpositivist approach, and logistic difficulties.
- Author:
Justyna Nowotniak
- E-mail:
justyna.nowotniak@usz.edu.pl
- Institution:
Uniwersytet Szczeciński
- ORCID:
https://orcid.org/0000-0002-7439-0414
- Year of publication:
2024
- Source:
Show
- Pages:
42-59
- DOI Address:
https://doi.org/10.15804/kie.2024.01.03
- PDF:
kie/143/kie14303.pdf
The growing importance of evaluation in a dynamic socio-political reality
The article focuses on evaluation, which remains of unflagging popularity and interest in many scientific disciplines and areas of social life. The article is divided into three parts. Firstly, it attempts to outline the variety of theoretical contexts of the relationship between education, science, evaluation and state policy in this respect. The second part presents arguments for the need to practice educational (seflevaluation) – especially its dialogic forms in schools, resulting from the experience gained in connection with the COVID-19 pandemic, including the results of research carried out in primary schools in Szczecin. The third part covers issues related to the importance of developmental evaluations in education, consisting of democratizing organizational culture, opening social discourse and supporting patterns of institutional reflexivity. In literature this is described as “participatory research”, “interventional research” in which the researcher conducts the analysis at the same time also thinking about using its results to formulate the recommendations regarding public policy or for the purposes of creation and support of organizations acting in the best interest of the researched community. This article presents a fragment of results of a research – its subject being “Diagnosing needs and expectations of students and teachers in primary schools in Szczecin days before returning to school” – conducted in May 2021. Comfort-Stretch-Panic model, created by Karl Rohnke, has been used as a theoretical framework for said research.