Introduction: Knowledge Mobilization - The new research imperative

Fenwick, T; Farrell, LE

Introduction: Knowledge Mobilization - The new research imperative

Fenwick, T Farrell, LE

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Knowledge Mobilization and Educational Research: Politics, languages and responsibilities, 2012, 1, pp. 1 - 13
Issue Date:: 2012-01

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Field	Value	Language
dc.contributor.author	Fenwick, T	en_US
dc.contributor.author	Farrell, LE	en_US
dc.contributor.editor	Fenwick, T	en_US
dc.contributor.editor	Farrell, L	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	Knowledge Mobilization and Educational Research: Politics, languages and responsibilities, 2012, 1, pp. 1 - 13	en_US
dc.identifier.isbn	978-0-415-61464-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31107
dc.description.abstract	Hovir can educational research have more impact~ How do we know the depth and scope of the impact it has~ \Vhat processes of knowledge exchange are most effective for increasing the uses of research results? How can researchproduced knmvlcdge be better 'mobilized' among users such as practising educators, policy-makers and the public communities? These sorts of questions, despite their many embedded definitional, philosophical and pragmatic problems, arc commanding urgent attention in educational discourses and research policies no\\r circulating in the UK and Europe, Canada and the USA and Australia and other parts of the world. This attention has been translated into powerful material exercises that shape \vhat is considered to be worthv·,lhile research and hmv research is funded, recognized and assessed. Granting agencies request knmvledge mobilization or knovdedge exchange plans and otTer special funds for these purposes. Researchers and universities arc explicidy directed, in research design and accountability, to emphasize knowledge exchange or mobilization - announced by one funding council as a core priority (SSHRC 2008, 2010).	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Knowledge Mobilization and Educational Research: Politics, languages and responsibilities	en_US
dc.title	Introduction: Knowledge Mobilization - The new research imperative	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	1301 Education Systems	en_US
utslib.citation.edition	1	en_US
dc.location.activity	Dunedin, New Zealand
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	UK	en_US

Abstract:

Hovir can educational research have more impact~ How do we know the depth and scope of the impact it has~ \Vhat processes of knowledge exchange are most effective for increasing the uses of research results? How can researchproduced knmvlcdge be better 'mobilized' among users such as practising educators, policy-makers and the public communities? These sorts of questions, despite their many embedded definitional, philosophical and pragmatic problems, arc commanding urgent attention in educational discourses and research policies no\\r circulating in the UK and Europe, Canada and the USA and Australia and other parts of the world. This attention has been translated into powerful material exercises that shape \vhat is considered to be worthv·,lhile research and hmv research is funded, recognized and assessed. Granting agencies request knmvledge mobilization or knovdedge exchange plans and otTer special funds for these purposes. Researchers and universities arc explicidy directed, in research design and accountability, to emphasize knowledge exchange or mobilization - announced by one funding council as a core priority (SSHRC 2008, 2010).

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http://hdl.handle.net/10453/31107