英文摘要 |
Historically in education research, policy analysis has been dominated by positivism. Foucault describes the thresholds of positivity, and scientificity in his Archeology of Knowledge. Positivism highlight the doctrine of evidence-based, and engage to take one-size-fits-all formulas to interpret the complication of human behavior. However, Foucault assumed a social science that takes values and power seriously. He against the objectivist strands with their failure to study human activity successfully. In addition, he argues objectivist may generate the narrow views of educational phenomenon. The main purpose of this article is to explore the effect of Foucauldian scientificity theory on educational policy analysis. First, introduce the essential concept of scientificity of this research. Second, analyze the content and function of scintificity. Third, discourse the implication of scientificity theory on the educational policy analysis. Finally, researcher present commentaries of this article. Furthermore, in Foucauldian terms, policy is only one of the three technologies of governmentality, and the other are diplomatic/military and economic. These dimension worthwhile future researcher to further research. |