Artificial boundaries? Shaping policy through empowering research

Bibliographic Data

ID21530680
AuthorsSuzanne O’keeffe (0000-0002-4344-2488, National University of Ireland, Maynooth, corresponding author)
Year2022
Volume41
Issue4
Pages649-662
Publication date2022-10-02
Open AccessNo
TypeARTICLE
VenueIrish Educational Studies (JOURNAL)
Journal identifiersISSN: 0332-3315 • E-ISSN: 1747-4965
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03323315.2021.1899022
OpenAlexW3146073617
LanguageEN
Citations received1
References cited29

This paper is about the politics of policy knowledge production. It calls for spaces to be forged to allow teachers’ voices to have centre stage in knowledge creation and production. Specifically, this paper discusses the need for alternative ways of conducting educational research so that power in research design is utilised as a capacity for change. First, the politics of knowledge production is explored. The second and most central task of this paper is to highlight the role that teachers’ knowledge can play in shaping education policy through emancipatory research practices. Overall, this paper advocates that the time has arrived for a fresh look at teachers’ participation in the production and validation of knowledge. Valuing teachers’ embodied knowledge and the unique position teachers hold within the education system, this paper is a window on the present, and suggests the direction the conversation should take in order to move education policy beyond the endless accumulation of evidence towards impactful change

Conversation · Economics · Embodied cognition · Epistemology · Knowledge management · Knowledge production · Management · Pedagogy · Political science · Politics · Public relations · Sociology · Computer Science · Educational Assessment and Improvement · Global Educational Policies and Reforms · Teacher Education and Leadership Studies

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