Contributions from the ethico-onto-epistemological perspective for research in the field of education policy

Abstract

This paper explores the concept of ethico-onto-epistemology and its contributions to education policy research. Specifically, it seeks to define onto-epistemology and ethical-onto-epistemology, with special reference to Anna Stetsenko’s work. The main arguments developed are the following: a) ethics is one of the structuring elements of research (and not a mere appendix); b) all research involves ethical issues; c) the ethico-onto-epistemological perspective can contribute to the development of more integrated and coherent research; and d) the transformative activist stance contributes to achieving the social purpose of the research and the researcher’s work.

Rearticulating theory and methodology for perezhivanie and becoming

“…Aligned with the long-standing Vygotskyan linkage of theory, methodology, and social action, we begin from an ethico-onto-epistemological transdisciplinary stance (Barad, 2007) attuned to historical becoming. Drawing on Barad's (2007) account and broader recognitions of the inherently situated and interested character of knowledge, ethico-ontoepistemological frameworks (e.g., Mainardes, 2022;Stetsenko, 2020) have articulated the integration of being-doing-knowing, the centrality of socio-political ethos to projects of knowing, and the importance of foregrounding social consequences and visions in the design, implementation, and uptake of inquiry. From a flat materialist feminist perspective, Mol (2002) argued for research in the human sciences, where "knowledge is no longer good in as far as it faithfully represents some object as it is…" and thus "does not draw its worth from living up to reality," arguing "what we should seek, instead, are worthwhile ways of living with the real" (p. 158).…”

Reconceptualization as a Tool of Critical Practice

“…This is clearly articulated in the article by Prior and colleagues, who begin with an ethico-onto-epistemological transdisciplinary stance (Barad, 2007) attuned to historical becoming and aligned with the long-standing Vygotskyan linkage of theory, methodology, and social action. According to them, ethico-onto-epistemological frameworks (e.g., Mainardes, 2022;Stetsenko, 2020) "have articulated the integration of being-doing-knowing, the centrality of socio-political ethos to projects of knowing, and the importance of foregrounding social consequences and visions in the design, implementation, and uptake of inquiry" (this issue, p. 14).…”