The paradigm for formulating educational policy adopted by Bischoff and Shores, which appears to be the prevailing one, appears to offer no role to the citizen, rendering the paradigm suspect. The authors’ honest admission of the limitations of social science knowledge undercuts the argument for the usefulness of research in this area.
BischoffKShoresK (2014) The role of social science in action-guiding philosophy The case of educational equity. Theory and Research in Education12(2): 131–150.
