Rumbling on performativity_Frits Simon
Rumbling on performativity_Frits Simon
Rumbling on performativity_Frits Simon
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general sense my research was authorized by the President of the Board, who I kept<br />
informed.<br />
Still there is the ethics of c<strong>on</strong>sequence. What will happen when outsiders read about<br />
the micro-politics in the UAS? The pers<strong>on</strong>s involved in my research may be c<strong>on</strong>fr<strong>on</strong>ted<br />
with reacti<strong>on</strong>s they could not have foreseen when c<strong>on</strong>senting with the research.<br />
Based <strong>on</strong> my experiences in former presentati<strong>on</strong>s the readers will like and be interested<br />
in what they read. I really do hope they do not like it because they get a kick out of<br />
the ‘irrati<strong>on</strong>ality’ in what happened, but because they like the care people show in<br />
taking their job seriously.<br />
By that having answered my questi<strong>on</strong>s 3 and 4 I suggest that if my research should<br />
have some c<strong>on</strong>sequences for educati<strong>on</strong>al or instituti<strong>on</strong>al policy, in general I would suggest<br />
to develop less policy and to have many more c<strong>on</strong>versati<strong>on</strong>s about what is d<strong>on</strong>e,<br />
what to do and how to do. However, the more specific c<strong>on</strong>tributi<strong>on</strong> of my research to<br />
the field of (educati<strong>on</strong>al) OMS (questi<strong>on</strong> 5) will be subject of the next paragraph.<br />
7.7 C<strong>on</strong>tributi<strong>on</strong>s to the field of (educati<strong>on</strong>al) OMS<br />
To reflect up<strong>on</strong> the c<strong>on</strong>tributi<strong>on</strong>s of my research to the field of OMS I make a difference<br />
between two outlooks how to build <strong>on</strong> my research.<br />
One outlook departs from the assumpti<strong>on</strong> that a complex resp<strong>on</strong>sive process-perspective<br />
<strong>on</strong> research is <strong>on</strong>e of the many possibilities of doing research, as if a researcher<br />
should be prepared (and able) to choose the method which fits to the problems<br />
raised. This approach fits in with Verschuren’s (2009) methodological relativism. It is<br />
an approach which can be found in the way Homan (2014) locates a complex resp<strong>on</strong>sive<br />
process-approach next to other communities, as if these communities can build<br />
<strong>on</strong> this research. From this approach it is relatively obvious to reflect up<strong>on</strong> further<br />
research and implicati<strong>on</strong>s.<br />
My sec<strong>on</strong>d outlook <strong>on</strong> the c<strong>on</strong>tributi<strong>on</strong>s of my research c<strong>on</strong>jectures that a complex<br />
resp<strong>on</strong>sive process-approach offers a different perspective <strong>on</strong> what is happening and<br />
<strong>on</strong> what might be possible to change. From that c<strong>on</strong>jecture I use the findings of my<br />
research to take a positi<strong>on</strong> in the broader discussi<strong>on</strong>s about educati<strong>on</strong>. To illustrate<br />
the potential of the research from a complex resp<strong>on</strong>sive process-approach I will briefly<br />
explore the radical educati<strong>on</strong>al reforms as proposed by the associati<strong>on</strong> “Beter Onderwijs<br />
Nederland” (Better Educati<strong>on</strong> Netherlands - founded in 2006).<br />
Further research and implicati<strong>on</strong>s when my research is located next to other communities<br />
Homan (2014) makes a difference in the academic status of the research based <strong>on</strong> a<br />
complex resp<strong>on</strong>sive process-approach for the different communities which might be<br />
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