Listening to Marginalized Voices: Paradigmatic, Philosophical, and Ethical Bases of Inclusive Inquiry Practices in Student Affairs

Inclusive inquiry in student affairs is necessary for both values‐based and pragmatic reasons. In this chapter we detail philosophical arguments for inclusive assessment, explain influences challenging inclusive assessment, and explore how different paradigms can be used in inclusive assessment.

Saved in:
Bibliographic Details
Published inNew directions for student services Vol. 2020; no. 169; pp. 9 - 17
Main Authors Broido, Ellen M., Ro, Hyun Kyoung
Format Journal Article
LanguageEnglish
Published San Francisco Wiley 2020
Wiley Subscription Services, Inc
Subjects
College Students
Disadvantaged
Educational evaluation
Educational Philosophy
Ethics
Evaluation Methods
Inclusion
Inclusive education
Inquiry
Student Attitudes
Student Evaluation
Student Personnel Services
Online AccessGet full text

Cover

More Information
Summary:Inclusive inquiry in student affairs is necessary for both values‐based and pragmatic reasons. In this chapter we detail philosophical arguments for inclusive assessment, explain influences challenging inclusive assessment, and explore how different paradigms can be used in inclusive assessment.
ISSN:0164-7970
1536-0695
DOI:10.1002/ss.20340