How can educational research have more impact? What processes of
knowledge exchange are most effective for increasing the uses of
research results? How can research-produced knowledge be better
'mobilized' among users such as practicing educators, policy
makers, and the public communities?
These sorts of questions are commanding urgent attention in
educational discourses and research policies now circulating around
the world. This attention has been translated into powerful
material exercises that shape what is considered to be worthwhile
research and how research is funded, recognized, and assessed. Yet
precisely what activities constitute effective knowledge
mobilization, or even what is meant by 'moving knowledge', remains
unclear. What politics are at play in determining knowledge
'impact' across radically different contexts? Who determines what
counts as impact, and for what purposes? How are 'results' of
educational research separated from its participants and processes?
In addition knowledge mobilization also invokes debates about the
languages through which knowledge is constructed, policy processes
are enacted, and research unfolds.
This volume is unique in bringing together these wide-ranging
issues of knowledge mobilization in education. The volume editors
critically analyse these complex issues and also describe various
efforts of knowledge mobilization and their effects. While the
contributors themselves speak from diverse material, occupational
and theoretical locations. Leading scholars in Canada, the US, the
UK, and Australia bring disciplinary perspectives from law, digital
media studies, museum studies, journalism and policy-making as well
as fields of education. Some speak from Anglo-'Western'
perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang
(Chinese) and Dolores van der Wey (Haida/West Coat Salish First
Nations) speak from Asian, Indigenous and diasporic locations.
General
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