Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, such divisions are not necessarily a given. A more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.
In applying theory to situated accounts of various educational practices and learning contexts, authors in the opening sections of this book reveal and explore mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. Their problematising of a ‘what works’ agenda is complemented by later chapters which point to potentially more productive research-practice relationships in education. All contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.
At its core Reframing Educational Research challenges two commonly held assumptions:
Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. The overarching aim of the book is to move the discussion towards an alternative approach and pathway.
The perspectives developed here have implications not only for educational practice but also for the reframing of educational research and the expectations for social science. This book is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.
Valerie Farnsworth is a Research Fellow at the University of Leeds in the School of Education's post-14 education research group, where she focuses on curriculum studies.
Yvette Solomon is Professor of Education in the Education and Social Research Institute, Manchester Metropolitan University, and Professor II in Mathematics Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences.
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