Defining educational research: A perspective of/on presidential addresses and the Australian Association for Research in Education

Lingard, Bob and Gale, Trevor (2010) Defining educational research: A perspective of/on presidential addresses and the Australian Association for Research in Education. Australian Educational Researcher, 37 1: 21-49. doi:10.1007/BF03216912

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Author Lingard, Bob
Gale, Trevor
Title Defining educational research: A perspective of/on presidential addresses and the Australian Association for Research in Education
Journal name Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
Publication date 2010-04-01
Year available 2010
Sub-type Article (original research)
DOI 10.1007/BF03216912
Volume 37
Issue 1
Start page 21
End page 49
Total pages 29
Place of publication Victoria, Australia
Publisher Australian Association for Research in Education
Collection year 2011
Language eng
Subject C1
Formatted abstract
This paper is concerned with the definition of the field of educational research and the changing and developing role of the Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education policy and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise that Education is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories, epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time, the paper argues the need to globalise the educational research imagination and deparochialise educational research. This call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research might make to its constitution. In relation to this, the paper considers the difficulties that political representations of such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity of its research interests.
Keyword Policy
Sociology
Bourdieu
Future
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2011 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 7 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 8 times in Scopus Article | Citations
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Created: Sun, 06 Jun 2010, 10:08:29 EST