Educational Research and Useful Knowledge: Production, Dissemination, Reception, Implementation

What the author has argued in this talk is that the answers to the question posed to this panel--"what counts as useful knowledge in educational research?"--are something which will be framed by what researchers care about as researchers. It requires a collective undertaking where a space...

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Bibliographic Details
Published in:European educational research journal EERJ 2012-03, Vol.11 (1), p.58-61
Main Author: Hoveid, Marit Honerød
Format: Article
Language:English
Subjects:
Educational Research
Evaluation Criteria
Research Utilization
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Summary:What the author has argued in this talk is that the answers to the question posed to this panel--"what counts as useful knowledge in educational research?"--are something which will be framed by what researchers care about as researchers. It requires a collective undertaking where a space in between them is cherished for the sake of the many strands of educational research. This is how the solidity of a diverse identity will survive. What they care about is framed by the words they use. Hence, both as a consolation and a challenge for educational research, the author ends by paraphrasing Paul Ricoeur: There is no such thing as a last word in educational research, and if there is any, one calls that violence. (Contains 1 note.)
ISSN:1474-9041
1474-9041
DOI:10.2304/eerj.2012.11.1.58