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What works? Who decides?: Scientific...

Sandler, Jennifer D.

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What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform./
Author:	Sandler, Jennifer D.
Description:	338 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3502.
Contained By:	Dissertation Abstracts International69-09A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327969
ISBN:	9780549799627

What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform.
Sandler, Jennifer D.

What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform. - 338 p.

Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3502.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.

This dissertation elaborates a theory of knowledge movements, which are reform movements that are based on---and that advance---epistemic convictions. Through multi-sited ethnographic research, this project examines two such movements: a local knowledge movement and the federal evidence-based practices/policy movement. The local knowledge movement is an institutionalized effort systematically to influence and govern social policy and practice based on the experiences and knowledge of individuals who directly experience the problems that social policies aim to address. The local knowledge movement privileges and produces "grassroots" knowledge through community organizing in high-poverty neighborhoods and schools, and brings this knowledge directly to bear on policy and practice. The evidence-based movement is an effort that spans multiple public, private, and educational institutions to influence policy and practice at the federal level using rigorous scientific evidence produced chiefly through randomized controlled trials. The evidence-based movement privileges a narrow, experimentalist version of "scientific" knowledge, advocating for its production, management, and dissemination in diverse policy fields. Based on extensive participant observation, document analysis, and interviews with a variety of elite and professional activists throughout each of these distinct movements, this project uses a comparative analysis to advance an initial outline of a theory of knowledge movements.

ISBN: 9780549799627Subjects--Topical Terms:

626654
Education, Sociology of.

What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform.
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100 1 $a Sandler, Jennifer D. $3 1676253
245 1 0 $a What works? Who decides?: Scientific evidence, local governance, and the politics of knowledge in social and educational reform.
300 $a 338 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3502.
500 $a Adviser: Michael W. Apple.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.
520 $a This dissertation elaborates a theory of knowledge movements, which are reform movements that are based on---and that advance---epistemic convictions. Through multi-sited ethnographic research, this project examines two such movements: a local knowledge movement and the federal evidence-based practices/policy movement. The local knowledge movement is an institutionalized effort systematically to influence and govern social policy and practice based on the experiences and knowledge of individuals who directly experience the problems that social policies aim to address. The local knowledge movement privileges and produces "grassroots" knowledge through community organizing in high-poverty neighborhoods and schools, and brings this knowledge directly to bear on policy and practice. The evidence-based movement is an effort that spans multiple public, private, and educational institutions to influence policy and practice at the federal level using rigorous scientific evidence produced chiefly through randomized controlled trials. The evidence-based movement privileges a narrow, experimentalist version of "scientific" knowledge, advocating for its production, management, and dissemination in diverse policy fields. Based on extensive participant observation, document analysis, and interviews with a variety of elite and professional activists throughout each of these distinct movements, this project uses a comparative analysis to advance an initial outline of a theory of knowledge movements.
520 $a This comparison focuses on the activists, allies, and potential allies of each movement; on these two knowledge movements' distinct strategies for gaining adherents and mitigating ideological and political divides; and on key conflicts internal to each knowledge movement. By engaging with two of the most interesting and ascendant contemporary social reform movements in the United States from the perspective of how each advances its epistemic convictions in policy and practice, this dissertation develops the groundwork for a theory and method that is capable of analyzing the complicated roles of ideology, interest groups, reform activists, and institutions in social and educational change.
590 $a School code: 0262.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Theory and Methods. $3 626625
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710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 69-09A.
790 1 0 $a Apple, Michael W., $e advisor
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791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327969