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Critically Interrogating Evidence Use in Out-of-School Time

Sat, April 26, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 106

Abstract

In our society, the possession of knowledge and funding leads to either liberation or oppression (Brady, 2017; Freire, 1970). OST programs face similar dynamics, as funders and policymakers privilege certain knowledge, such as evidence, and require it to obtain funding. However, evidence can reproduce harm when not used responsibly, particularly for historically marginalized communities (Shanker & De La Rosa Mateo, 2020; Zuberi & Bonilla-Silva, 2008). Moreover, barriers impede evidence use (Farley-Ripple, 2012; Oliver et al., 2014; Wike, 2014). In this study, I critically examine what evidence OST programs use and how, so that we can begin to discuss whether these forms of evidence liberate or oppress, and how policymakers and funders can support programs in using evidence beneficial to practice.

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