We are almost in the middle of our EdD last course and diving down into the fine detail that will inform our piece of research/thesis/gift to the world. At the moment we are wrestling with defining our theoretical framework before heading for our comprehensive exams in June.
Being of a positivistic bent – or at least coming from a profession that is newly academic, and mainly unconsciously atheoretical, I struggle with the concept of theory. Theory means something quite specific in science – something you test, a hypothesis. Scientific principle tells us that everything is infinitely testable (like quantum field theory that ultimately underpins the practice of radiation therapy). But “theory” or “a theoretical framework” in the social sciences, and indeed in grad school, is something different, a tool that no good researcher should be without. My current bedtime reading Introducing Critical Theory (literally a cartoon book about Marxism – which is the only way I can deal with it) tells me sternly that an undertheorised student is a failing student, and our UBC Profs tell us that theory is a lens through which we examine the world. On the other hand, there is the view that theory is for those with the luxury of being able to sit and reflect (perhaps in their ivory towers), not busy practitioners who are out there in the “real world” (wherever that may be). But figure this out and pick a theory I must!
Most of us in the EdD program are there to try and make our little bit of the world a better place. This aligns with the aim of the EdD, which is geared towards practice, examining it and ultimately improving it. A critical theory lens takes an emancipatory, roll-up-your-sleeves-and-do-something-about-it stance and accepts that “there are dirty problems like racism, sexism, classism, homophobia and poverty to be solved” (Sikes p.45). If we look at the world and see that “mainstream research practices are generally, although most often unwittingly, implicated in the reproductions of class, race and gender oppression” (Kinchloe and McLaren, p. 304) we turn to critical theory for help – be it feminism, race theory or critical lesbian and gay theory (my wheelhouse). There are other broad theories/paradigms which we could use – ones that aim to deconstruct current ideas, or understand them – and there is good old fashioned positivism which is all about prediction. For a closer look at this try here. But I think I am a critical theory girl at heart ♥
One thing is sure, once you start looking at (any kind of) theory there are a LOT of “doctoral-level” words that need to be nailed down. I hope to have a few of these impressively roll off my tongue before the comps in June. To help you recognize them in class, impress your love object and to encourage you to sprinkle a few on your grad work, here is your free Valentine’s Day EdD bingo card. Enjoy!
Sikes, P. (2006). Towards useful and dangerous theories. Discourse : Studies in the Cultural Politics of Education, 27(1), 43–51
Kinchloe, J and McLaren, P. (2005) Rethinking critical theory and qualitative research. In Denzin, N and Lincoln, Y (Eds) The handbook of qualitative research. 3rd ed. pp. 303-342. Thousand Oaks, CA. Sage.