Unasked Questions Remain Unanswered: Addressing Learning for All
Posted: 22 Mar 2013
Date Written: 2013
Researching education is always a challenge. Nearly everyone has a strong sense of what is wrong. Nearly everyone asserts strongly and loudly the correct solution and how to implement it. There is as well impatience with researchers. If we know what is wrong and what is to be done, then we do not need yet another study. At the same time, there is broad agreement that education policy and practice should be evidence-based. Noting that African countries will not meet some of the international education goals, researchers have explored why. How have scholars pursued their research agendasboth what have they done and equally important, what have they not done? How have major unstated assumptions and definitions shaped and constrained the research? Which perspectives, orientations, and issues have received primary attention as a result of the commonly used constructs and analytic tools? Or, from a different vantage point, what have been the unaddressed issues, the unheard voices, and the unexplored non-decisions? Through an extensive review of research on education for all, supplemented with observations drawn from field research on education and development, my concern is to identify questions that remain unasked and to explore the consequences of that inattention.
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