Students investigate definitions of knowledge and theories of knowledge in the process of developing their own epistemology positions. Knowledge claims are evaluated in relation to multiple ways of learning and students present their ideas to the class for consideration and critique. Curriculum theorizing from the 1950s to the present time is analyzed as it relates to larger cultural and educational contexts. Students begin to postulate their own curriculum theories which grow out of a deeper understanding of their personal, educational, and cultural contexts. Students examine the theory and practice of interpretive inquiry in education, including narrative, life history, phenomenology, hermeneutics, critical, feminist, and poststructural inquiry.
Attention is given to problems of knowing, representation, and the purposes of forms of inquiry.
Concentration in Research, Measurement, and Statistics With the consent of his or her Doctoral Advisory Committee, the student selects a minimum of 18 semester hours of course work. Additional course work may be required for students with little or no background in educational research. The cognate area provides opportunities for the doctoral student to develop an extended knowledge base associated with the concentration field of study. The coursework should lead to the development of an understanding of the origin, history, ontology, philosophy, conceptual underpinnings, or appropriate application of the student's chosen area of study. The major and cognate areas should represent a cohesive program of study.