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Life-history research: an emancipatory approach to institutional evaluations

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dc.date.accessioned 2004-03-18 en
dc.date.accessioned 2021-02-16T16:15:53Z
dc.date.available 2021-02-16T16:15:53Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/8127
dc.description Paper presented at the Ninth International Literacy and Education Research Network Conference on Learning, Beijing, China, 16-21July en
dc.description.abstract During the latter part of the 20th century, evaluation research has been characterised by an expansive proliferation of alternative paradigms, each claiming its space as a legitimate research genre. The authors own quest to create a space for an emancipatory approach to institutional evaluations has been simultaneously a rewarding and unsettling experience. This paper reflects on the incursion into the field of institutional biographies, focusing on how to come to terms with what Noel Cough (2002) describes as blind spots and blank spots. To this end, the author explores, in a mode of critical, self-reflexibility, some of the learning and insights, while putting up for scrutiny, some of the unresolved methodological dilemmas. The author explores, by referring to contemporary literature in the field, the epistemological underpinnings framing the narrative method, attempting to understand how it resonates with illuminative and empowerment evaluation. Alluding to vignettes derived from which to disrupt essentialist notions of qualitative research the author brings into the spotlight constructs such as validity and reliability, emotionality and neutrality and the influence of competing voices in research production. This paper problematise and complicate the assumptions that frame the genre with a view to highlighting the potential hazards of the narrative method becoming a "victory narrative within the redemptive culture of the social sciences". en
dc.format.medium Print en
dc.relation.ispartofseries Learning conference series ; no. LC02-0008-2002 en
dc.subject EVALUATION STUDY en
dc.subject INSTITUTIONAL EVALUATION en
dc.subject ORGANISATIONAL BEHAVIOUR en
dc.subject INSTITUTIONAL IDENTITY en
dc.subject LIFE HISTORY RESEARCH en
dc.title Life-history research: an emancipatory approach to institutional evaluations en
dc.type Conference or seminar papers en
dc.BudgetYear 2002/03 en
dc.ResearchGroup Assessment Technology and Education Evaluation en
dc.ArchiveNumber 2484 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=2724 en
dc.outputnumber 971 en
dc.bibliographictitle Dhunpath, R. (2002) Life-history research: an emancipatory approach to institutional evaluations. (Paper presented at the Ninth International Literacy and Education Research Network Conference on Learning, Beijing, China, 16-21July). http://hdl.handle.net/20.500.11910/8127 en
dc.publicationyear 2002 en
dc.contributor.author1 Dhunpath, R. en


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