NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ924359
Record Type: Journal
Publication Date: 2010-Dec
Pages: 16
Abstractor: ERIC
Reference Count: 33
ISSN: ISSN-0311-6999
What Counts as Educational Research? Spaces, Boundaries and Alliances
Lee, Alison
Australian Educational Researcher, v37 n4 p63-78 Dec 2010
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.
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:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia