Document Type
Article
Publication Date
Spring 4-2020
Publication Source
Philosophy and Theory in Higher Education
Abstract
Calls for higher education institutions to implement improvements guided by “data-driven” processes are prevalent and widespread. Despite the pervasiveness of this turn toward data, research on how data-use works on the ground in postsecondary institutions—that is, how individuals within institutions make sense of education data and use it to inform practice—is still developing.
Drawing on Habermas’ Theory of Communicative Action (TCA), critical-race theory, and methodological guidance on critical-qualitative research methods, this paper synthesizes methodological and substantive insights from P–12 data-use research, with an eye to applying these insights to critical questions on postsecondary educational equity. The result of the review and analysis is a theoretical framework and a set of methodological recommendations for future research on the perceptions and experiences of college faculty, administrators, and practitioners, regarding their data-use and its implications for equity.
Inclusive pages
117-149
ISBN/ISSN
2578-5761
Document Version
Preprint
Publisher
Peter Lang
Volume
2
Issue
1
Peer Reviewed
yes
Keywords
equity, data-use, critical research methodology, critical-race theory
eCommons Citation
Ziskin, M. B. (2020). The communicative pragmatics of data-use for equity: A theoretical and methodological framework. Philosophy and Theory in Higher Education, 2(1), 117-149. doi: 10.3726/ptihe.2020.01.06
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.
To view the version of record, use the DOI: https://doi.org/10.3726/ptihe.2020.01.06