Session Information
SES D 06, Paper Session
Paper Session
Contribution
This paper investigates educational research. The starting question is that in public and politic areas educatinal researchers are rather invisibel in problem definition and decision making processes. Scholars of other disciplines are recognized highly capable as experts when educatinal issues are adressed. These expertes, therefore, are not only attractive experts to politic and public but also exert a high influence on the definition on educational problems. In this context the paper distinguishes on educational research knowledge and knowledge on education from ‘outside’. In addition there seem to be different organisations were research knowledge is produced; it is on the one side universtities (public or private), research instututions and govermental institutions. The stakeholders and organisations of knowledge production, distribution and reception are altering. This could indicate a shift from universities and departments to public and private research institutions providing service and advice (organisations) and also from educational researchers to scholars of other disciplines (stakeholders). These shifts can we observe across Europe. It points to the questions of the impact and perfomance of educational research and to the quality of this knowledge depending on the respective indicators. Hence, whose knowledge counts?
Due to the process of europeanization and globalization expertise on education is demaned, not only restricted to national levels. Especially international organizations like the OECD poduce special knowledge with a variety of international experts which has a high impact on national decisions. There might be cultural changes of politic and public demands and opinions about the usability of educational knowledge for decision making processes, which probably leads on an increased demand on a particularly of experts outside the universitiy educational research area.
In this background the following questions arise:
1. Is educational knowledge produced outside the socially and organisationally framed educational research more attractive to public and policy?
2. What kind of knowledge is demanded? The knowledge of educational research might be too complex and critical, and therefore popularised knowledge from ‘outside’ is more likely to be taken up by public and policy.
3. Why is the educational research knowledge not to be reagarded as useful to be taken up?
4. Do the researchers not belong to educational reserach proper follow a different paradigm which aims at explanatory power instead of more unclear, uncertain, fuzzy conzeptualisations of educational problems which is common on educational research?
5. How does the disciplinary import and export of knowlegde looks like?
In this paper I would like to figure out a theoretical framework to answer these questions based on theories of knowledge production, distribution and reception and sociology of research. In addition the paper presents a methodology which guides an empirical approach.
Finally, the paper will show some first results in order to prove the usefulness of such a thereoretical framework and methodology to analyse the field of educational research according to its degree of influence.
Method
Expected Outcomes
References
References to be presented at Helsinki
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