Research, policy and knowledge flows in education
What counts in knowledge mobilisation
Bibliographic Data
| ID | 13041734 |
|---|---|
| Authors | Gemma Moss (0000-0003-4441-2974, University of London, corresponding author) |
| Year | 2013 |
| Volume | 8 |
| Issue | 3 |
| Pages | 237-248 |
| Publication date | 2013-02-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Contemporary Social Science (JOURNAL) |
| Journal identifiers | ISSN: 2158-2041 • E-ISSN: 2158-205X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/21582041.2013.767466 |
| OpenAlex | W2090530565 |
| Language | EN |
| Citations received | 21 |
| References cited | 15 |
This Special Issue places discussion of Knowledge Mobilisation in the context of diminishing government funding for research, and the difficulties the research community has experienced in reaching out to those who might make best use of its knowledge base and research findings. The emphasis policymakers and funders give to demonstrating research impact turns these pressures into a potentially toxic brew with the capacity to distort how the academic community interacts with other interested parties. To re-direct attention to some of the more difficult issues in knowledge mobilisation, this paper presents three empirical case studies from education, exploring what happens as knowledge travels from one context of use to another. The cases highlight some substantial inequalities in the rights to define what counts as relevant knowledge that trouble easy acceptance of the concepts of impact or influence as key drivers in knowledge exchange
Context (archaeology · Government (linguistics · Knowledge base · Literacy · Pedagogy · Political science · Public relations · Sociology · Computer Science · Education Systems and Policy · Global Educational Policies and Reforms · Innovative Education and Learning Practices
‘Collective making’ as knowledge mobilisation
“Queremos que esto llegue a mucha gente” o cómo la movilización del conocimiento sostiene la investigación social participativa
Knowledge brokering pivotal in professional learning
Procesos de movilización del conocimiento sobre educación inclusiva en las escuelas suizas. ¿Qué papel juegan los investigadores / formadores que asesoran los procesos de mejora escolar
In search of healthy policy ecologies for education in relation to sustainability
Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools
“Those in the know”
Politicisation, depoliticisation and knowledge in education recovery planning after Covid-19
The perils of ‘impact’ for academic social science
How practitioner-led research could have greater impact
Protecting and extending Froebelian principles in practice
Scoping reviews
Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices
Researching Environmental and Sustainability Education Policy
Consultants, consultancy and consultocracy in education policymaking in England
Bridging the research/policy gap
Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools
Knowledge, education and research
Teacher‐composed cases of practice as and for dissemination, reflection and data
Enabling the Use of Research Evidence Within Educational Policymaking in Europe
The Lady from North Carolina
The new production of knowledge
Is it time to drop the ‘knowledge translation’ metaphor? A critical literature review
Troubling the field of service user involvement in research
The politics of evidence and methodology
Knowledge mobilisation builds local research collaborations for social innovation
Making policy with ‘good ideas’
The politics of literacy in the context of large‐scale education reform
Ethics, education policy and research
The state and education policy. The Academies programme
| Citations per year | 1.75 |
|---|---|
| Citation span | 2014 - 2025 (12) |
| Highly cited | No |