How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better "mobilized" among users such as practicing educators, policy makers, and the public communities? These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by "moving knowledge", remains unclear. What "politics" are at play in determining knowledge "impact" across radically different contexts? Who determines what counts as impact, and for what purposes? How are "results" of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the "languages" through which knowledge is constructed, policy processes are enacted, and research unfolds. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-"Western" perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations. This book includes "Introduction: Knowledge Mobilization: The New Research Imperative" by Tara Fenwick and Lesley Farrell. It is divided into four parts. Part I, Considering the Issues and Players, contains the following: (1) Theory, Research and Practice in Mobilizing Research Knowledge in Education (Ben Levin and Amanda Cooper); (2) Exploring Strategies for Impact: Riding the Wave with the TLRP (Andrew Pollard); and (3) "User Engagement" and the Processes of Educational Research (Anne Edwards). Part II, Politics in Knowledge Flows: Research Meets Policy, contains the following: (4) Affairs of the Smart: How Researchers and Decision-makers Became Bedfellows in Education (Charles Ungerleider); (5) Knowledge Stocks and Flows: Research Meets Policy (Jenny Ozga); (6) Art, Community and Knowledge Flows (Margaret Somerville); and (7) Fighting for the Role of the Nation State in Knowledge Mobilisation and Educational Research: An Autoethnography of a Mobile Vietnamese Scholar (Phan le Ha). Part III, Languages and Enactments of Knowledge Mobilization, contains the following: (8) Finding Common Perspectives: Knowledge Mobilization in a Transnational Museum Project (Ian Dyck); (9) Bridging Journalistic-Academic Divides to Promote Democratic Dialogue and Debate (Deirdre Kelly and Michelle Stack); (10) Ethics and Experiments with Art in Mobilizing Educational Research (Tara Fenwick); and (11) Balancing Knowledge Management and Knowledge Mobility in the University (Chris Chesher and Sarah Howard). Part IV, Responsibilities and Rights in Mobilizing Knowledge, contains the following: (12) Regulating Knowledge in the Global Knowledge Economy (Michael Fraser); (13) Scholarly Publishing, Knowledge Mobility and Internationalisation of Chinese Universities (Rui Yang); (14) Explicating a Shared Truth about a Colonial Past: Knowledge Mobilization, Coalition Building, Aboriginal Literature and Pedagogy (Dolores van der Wey); and (15) Deparochializing Educational Research: Three Critical Illustrative Narratives (Bob Lingard, Ian Hardy and Stephen Heimans).