What Counts as Educational Research? Spaces, Boundaries and Alliances

Autor/in	Lee, Alison
Titel	What Counts as Educational Research? Spaces, Boundaries and Alliances
Quelle	In: Australian Educational Researcher, 37 (2010) 4, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Stellungnahme; Foreign Countries; Educational Research; Learning Processes; Educational History; Interdisciplinary Approach; Research Methodology; Educational Environment; Health Services; Role of Education; Educational Principles; Educational Philosophy; Networks; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; History of education; Bildungsgeschichte; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Research method; Forschungsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Health service; Gesundheitsdienst; Gesundheitswesen; Bildungsauftrag; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Australien
Abstract	In this article, the author explores practices and economies of learning that make visible particular practices where educational work is embedded in places other than schools, colleges and universities, or at least in complex interaction with them. To do this, she draws on a body of work she has been involved with over the past ten years, sole-authored and co-produced with colleagues reflecting on the history and contemporary positioning of educational research and its relationships with research on learning in spheres outside formal education itself. Her particular focus is on recent collaborative research she has been involved in within health, where she exemplifies some directions and possibilities in relation to Sharrock's notions of "co-production of new understandings and solutions"--across boundaries and in interdisciplinary endeavour. Interrogating the boundaries and limits of what can count as educational research is always a risky endeavour, as it challenges the idea that there is a "centre" or one "parish" for education, conceptually, spatially and culturally. But the author's experiences of interdisciplinary research into health practice and professional learning allows the question of what is and is not education to be asked in ways that she hopes have some conceptual as well as pragmatic value. It takes as axiomatic that the boundaries of what counts as education, and hence the proper business of education research, are not fixed but shifting in time and space, and are more and more intensely contested, as the centre, as Kathleen Ferguson and Terri Seddon's socio-spatial framework suggests graphically, gives way and is remade through insertion into a set of dispersed learning networks. While this latter term has become commonplace, almost ubiquitous in recent times, there is a need for rigorous theoretical and empirical work attending to the scope and parameters of such conceptions. (ERIC).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10