NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822898
Record Type: Journal
Publication Date: 2004-Feb
Pages: 24
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1354-0602
[RE]Visioning the Academic-Teacher Divide: Power and Knowledge in the Educational Community
Gore, Jennifer M.; Gitlin, Andrew D.
Teachers and Teaching: Theory and Practice, v10 n1 p35-58 Feb 2004
In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and [re]vision this divide. These teachers overwhelmingly dismissed academic research on the grounds that it is not practical, contextual, credible, or accessible. Using these challenges as a starting point, we examine the way relations of power, particularly in terms of discursive and material conditions, bind the views and practices of both teachers and academics. This analysis suggests that the education of teachers is a crucial site for restructuring the relationship between teachers and academics.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United States