Effectiveness of statewide articulation agreements on the probability of transfer: A preliminary policy analysis

In the wake of paradigmatic and methodological wars, a post-paradigmatic time of epistemological and theoretical diversity in educational research calls for rethinking graduate education. The authors argue for an engaged pedagogy, which represents a shift in emphasis from instrumental training in research methods to an approach in which students develop appreciation for complex possibilities. Through a pedagogy informed by Freire, Noddings,and hooks, the authors suggest that graduate students, valued as knowing subjects, may enrich their investigations of educational problems and questions with epis-temologies and theoretical perspectives that value their individual identities and inform their "life-projects".