Scientific Inquiry in Educational Administration

Zulfakar Zulfakar

Abstract


I build my argument on two key points, first, the centrality of administration in our understanding of the social world, and second, the intellectual gaze of the embedded actor, to argue for a re-thinking of scientific inquiry in educational administration. As with Bourdieu, I seek to cast doubt on orthodoxy, or, to make the familiar strange. This is a necessary, and important, task when working in the social world that the researcher is involved. Importantly, such a move requires explicit attention to the epistemological break of the embodied agent, and the construction of the research object, rather than just the confirmation, or disconfirmation, of the researcher’s model of reality. To engage with these issues, I do not offer a fully articulated theory, research programme or even ‘how to’ description, that is the intent of the book at large. Rather I sketch an argument centered on the need to interrogate the construction of the research object as a means to extend current deBates on leadership, management and administration of educational institutions in new and more fruitful directions.


Keywords


Scientific Inquiry; Educational Administration

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DOI: http://dx.doi.org/10.18415/ijmmu.v7i6.1740

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