Mills, M;
(2018)
Educational research that has an impact: 'Be realistic, demand the impossible'.
Australian Educational Researcher
, 45
(5)
pp. 569-583.
10.1007/s13384-018-0284-9.
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Abstract
This AARE Presidential Address examines what it means to be an educational researcher in the current Australian, and global, political climate. The presentation draws heavily on the work of Levitas (Utopia as Method 2013). The address, using her notions of Utopia as archaeology, as ontology and as architecture, suggests that in the process of promoting a more socially just agenda there is no alternative but to look for alternative ways of doing educational research and being an educational researcher. It concludes by suggesting that associations such as AARE provide opportunities to envisage what academic life could look like for educational researchers in a ‘Realistic Utopia’—one in which they are realistic and demand the impossible.
| Type: | Article |
|---|---|
| Title: | Educational research that has an impact: 'Be realistic, demand the impossible' |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s13384-018-0284-9 |
| Publisher version: | https://doi.org/10.1007/s13384-018-0284-9 |
| Language: | English |
| Additional information: | Copyright © The Author(s) 2018. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10063398 |
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