Richard Rose

In the field of education, many researchers have been motivated by a desire to understand those factors that have led to the marginalisation and educational exclusion of certain groups. The use of terms such as emancipatory research and the promotion of critical theory has made a direct link between the use of research data and the desire to effect change. The intentions of researchers working in this manner are most certainly honourable and well-intentioned. However, the competitive nature of the current research environment may well militate against the best intentions of those who are committed to research as a more equitable process.

In this session I suggest a need to review the ways in which relationships between researchers and those who are the subjects of research are currently perceived. If research is intended to have social benefits and to support processes of change, it may be advantageous to consider opportunities to enhance partnerships that strengthen the relationship between inquiry and practice. The involvement of those individuals who own the data that we as researchers seek to gather, interpret and understand, may in some instances be desirable if we are to be sincere in our commitment to achieve greater inclusion.

I will argue that our understanding of the causes of marginalisation and discrimination based upon a long period of research, is greater now than it was in the past. The research conducted in this area has been extensive, well-focused and often important in shaping educational policy and practice. For research to maintain its currency in the immediate future, we may consider the ways in which those who have been excluded in the past are assisted to shape their own more inclusive future by a more direct involvement in the research process.