Validity as democratic deliberation: The pragmatist imperative for critical inquiry

Document Type

Book Chapter

Publication Date

2023

Department/School

Leadership and Counseling

Publication Title

Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approachesi>

Abstract

In this chapter, we examine the issue of validity within critical education research. Critical views of validity are also nuanced, as there are many methodological traditions and epistemological schools in the critical family. We begin with a discussion of validity from a historical perspective as grounded in positivist assumptions concerning the appropriateness of the scientific method for the human sciences. We then explore the appropriation and transformation of validity within the qualitative research community. We provide an overview of key concerns raised and practices adopted to address such concerns. Unlike in traditional quantitative research—wherein the goal is to minimize all sources of invalidity—in qualitative and critical research, different concerns, logics, and practices are prioritized. In the end, our intent is to initiate conversations and critical thinking around the issue of validity in critical research, as well as to provide novice scholars with a resource for thinking about, experimenting with, and using different approaches for increasing the trustworthiness of their research.

Comments

D. Clement is a faculty member in EMU's Department of Leadership and Counseling.

Link to Full Text

EMU Library Accessibility Request

Share

COinS