Midwest Journal of Education

Critical Pragmatism as a Theoretical Pathway to Educational Change

Dr. Tachier M. Rezac

Dr. Nicholas E. Husbye

Abstract

This article positions critical pragmatism as an essential theoretical framework for educational change, bridging the gap between research and classroom practice. Grounded in the intellectual lineage of Charles S. Peirce, William James, and John Dewey, it extends pragmatism by weaving in ethical considerations, advocating for systemic reform in education. Critical pragmatism, presented as a demanding yet flexible approach, encourages researchers to become change agents, focusing on actionable research questions. This framework's integration of ethical insights from critical social theory positions it as a crucial tool for educational researchers pursuing justice and equity. Through engaging in rich descriptions of the impact of critical pragmatism on the dissertation in practice, we call for increased engagement with critical pragmatism in the educational research community, underscoring its potential to foster equitable and just educational environments through transformative research practices.

Recommended Citation

Rezac, T.M. & Husbye, N.E. (2024). Critical pragmatism as a theoretical pathway to educational change Midwest Journal of Education, 1(1).

DOI

10.69670/mje.1.1.3

Corresponding Author

Tachier M. Rezac, District Assessment Coordinator, Lincoln Public Schools District Office, 5905 "O" Street Lincoln, Nebraska 68510. USA
Email: trezac@lps.org