23 SES 03 B, Educational Research and Policy
Parallel Paper Session
As Brown & Schubert (2000) claim, currently science is a “place of contestation” (p. 3): in one hand policy makers appeal to more useful research with growth impact in economic development, emphasizing scientific knowledge utility for public policies and the "business aspects of research” (Ozga, Seddon, & Popkewitz, 2006); on the other, researchers seek to preserve scientific autonomy and research agendas. For some authors, this is the result of new modes of knowledge production (Gibbons, Limoges, Nowotny, Schwartzman, Trow, & Scott, 1994), while others consider them a threat to the autonomy and quality of scientific work (Bourdieu, 2004). These phenomena can be also conceived as science policy new regulation modes, which are not exclusive of the scientific system but are present in most of the public policies orientations, cross-sectors and cross-national contexts and represent a transition to post-bureaucratic regulation modes (see KnowandPol, 2008). In scientific systems, these new regulation modes include the introduction of mechanisms of accountability and evaluation based on bibliometric criteria, competitive indicators of performance, indirect financial provisions and by performance-based research funding.
In this paper I will present a theoretical framework and an empirical research strategy design to capture the complexity and controversy of science policy, trying to capture the attempts to control and regulate scientific production and the uphold efforts to assure scientific autonomy.
Using public action approach (Lascoumes & Le Galès, 2007), science policy is conceived not just focusing on the State’s action and on its administration, but also emphasis the role of the researchers and their interests in defining a science policy. With this conceptual framework in mind, I used the key concept of regulation to analyse science policy as the blended result of institutional regulation, or control, and autonomous regulation (Reynaud, 1989) and looked to the case of educational research in Portugal and designed a research strategy centred on the combined effect of the regulation of control – of the structures and contexts of institutional regulation – and local regulation – of researchers’ strategies and networks.
Bourdieu, P. (2004). Para uma sociologia da ciência. Lisboa: Edições 70. Brown, R. H., & Schubert, J. D. (2000). Academic knowledge and political power in late capitalist societies. In R. H. Brown, & J. D. Schubert, Knowledge and Power in Higher Education: A Reader (pp. 3- 13). New York: Teachers College Press. Delvaux, B., & Mangez, E. (2008). Towards a sociology of the knowledge-policy relation: KNOWandPOL literature review – integrative report. Retrieved novembro 2009, from KNOWandPOL: http://www.knowandpol.eu Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Trow, M., & Scott, P. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage Publications. Lascoumes, P., & Le Galès, P. (2007). Sociologie de l’action publique. Paris: Armand Colin. Maroy, C. (2004). Final Report - Regulation and Inequalities in European Education Systems. Retrieved Dezembro 2, 2005, from Université catholique de Louvain: http://www.girsef.ucl.ac.be/reguleducnetwork_VF_10dec041.pdf Ozga, J., Seddon, T., & Popkewitz, T. (2006). Introduction - Education research and policy- steering the knowledge-based economy. In J. Ozga, T. Seddon, & T. Popkewitz, World Yearbook of Education 2006 - Education research and policy: steering the knowledge-based economy (pp. 1-14). London: Routledge. Reynaud, J.-D. (1989). Les règles du jeu. L'action collective et la régulation sociale. Paris: A. Colin. Wellman, B., & Berkowitz, S. D. (1991). Social structures. A network approach. Cambridge: Cambridge University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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