Moss, G;
(2016)
Knowledge, education and research: Making common cause across communities of practice.
British Educational Research Journal
, 42
(6)
pp. 927-944.
10.1002/berj.3249.
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Abstract
This article considers how knowledge, education and research interact as the institutional structures that support them change. Many efforts at large‐scale education reform depend upon the proposition that what counts as useful knowledge can be easily defined, without reference to the specific contexts in which that knowledge will be set to work. Yet 'useful knowledge' as it appears to policymakers does not always translate into 'useful knowledge' from the perspective of practitioners. Distance and context matter. Based on studies of the development of literacy policy in England under successive governments, the paper assesses the dislocations and divisions of labour that characterise the contemporary knowledge landscape and asks how the research community can continue to act for the common good in an increasingly crowded and contested education field.
| Type: | Article |
|---|---|
| Title: | Knowledge, education and research: Making common cause across communities of practice |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.3249 |
| Publisher version: | https://doi.org/10.1002/berj.3249 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | knowledge, research, education, policy, change |
| UCL classification: | UCL 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 - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10068373 |
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