Chubb, Jennifer Alison (2021) Epistemic corruption and the research impact agenda. Theory and Research in Social Education. ISSN 2163-1654
Abstract
Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © The Author(s) 2021 |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Arts and Humanities (York) > Theatre, Film, TV and Interactive Media (York) The University of York > Faculty of Sciences (York) > Computer Science (York) |
Depositing User: | Pure (York) |
Date Deposited: | 30 Sep 2021 12:10 |
Last Modified: | 30 Dec 2024 00:15 |
Published Version: | https://doi.org/10.1177%2F14778785211029516 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1177/14778785211029516 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:178646 |