From Understanding to Action: New Imperatives, New Criteria, New Methods for Interpretive Researchers
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Higher education has faced a revolution as challenges to positivist science call into question the grounds for inquiry. The proposed paradigm shift included phenomenological and interpretive stances, and qualitative methods. Another revolution is on the horizon: a shift from interpretation to action, as faculty are challenged to facilitate liberatory social change anchored in social research. New methods, new criteria for judging the rigor of social action inquiry, support these new social science imperatives. Characteristics of the new action stances are high participation by stakeholders, a commitment to social justice, and an ethics of caring. 1998 by the College and University Faculty Assembly of the National Council for the Social Studies.
Theory & Research in Social Education
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