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ERIC Number: EJ870207
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0266-0830
Getting What You Pay For: Divergent Conceptions of Knowledge in Practitioner Inquiry
Belzer, Alisa
Studies in the Education of Adults, v41 n2 p138-153 Aut 2009
In this paper, I report on the work of a practitioner inquiry group that went awry when the sponsor refused to publish and disseminate the participants' final reports, stating that they were of poor quality and did not contribute to the knowledge base. I, the facilitator of the group, disagreed strongly with her. I suggest that the difference between her evaluation and mine may have seemed to be about different views of what counts as quality, but were likely indicators of deeper differences with regard to our views on knowledge. I conclude by stating that examinations of knowledge conceptions are key to practitioner inquiry stakeholders finding consensus on appropriate outcomes, or at least making spaces for alternatives, and the potential value of the work that practitioners do in inquiry groups.
National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A