Educational Criticism as a Form of Qualitative Inquiry

David J. Flinders; Elliot W. Eisner

doi:10.58680/rte199415362

Research in the Teaching of English Dec 1994

Educational Criticism as a Form of Qualitative Inquiry

David J. Flinders Indiana University ; Elliot W. Eisner Stanford University

Abstract

This essay describes some of the primary features of educational criticism, an arts-based approach to qualitative inquiry. We first examine the aims of this approach, focusing on its potential to heighten our perceptions of the classroom. We next discuss four dimensions of educational criticism: descriptive (intended to vividly render the qualities that constitute an educational performance or product); interpretative (represented in the conceptual frameworks that allow critics to account for the attributes and patterns of interaction they have observed); normative (involving a process of articulating those values that inform conceptions of goodness within a given domain); and thematic (concerned with the utility of extracting some type of general understanding, image, principle, or lesson that transcends the particular of an individual case). Finally, we address questions of rigor as they apply to educational criticism and other forms of qualitative research. Specifically, we identify three criteria (consensual validation, structural corroboration, and referential adequacy) appropriate for assessing the credibility of such work. In suggesting criticism as one potential model for educational inquiry, we hope to encourage those researchers who seek to create compelling and richly textured accounts of current classroom practice.

Journal: Research in the Teaching of English
Published: 1994-12-01
DOI: 10.58680/rte199415362
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Open Access: Closed
Topics: qualitative research
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Educational Criticism as a Form of Qualitative Inquiry

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