Defining educational research : a perspective of/on presidential addresses and the Australian Association for Research in Education

Lingard, Bob and Gale, Trevor 2010, Defining educational research : a perspective of/on presidential addresses and the Australian Association for Research in Education, Australian educational researcher, vol. 37, no. 1, pp. 21-50, doi: 10.1007/BF03216912.

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Title Defining educational research : a perspective of/on presidential addresses and the Australian Association for Research in Education
Author(s) Lingard, Bob
Gale, TrevorORCID iD for Gale, Trevor
Journal name Australian educational researcher
Volume number 37
Issue number 1
Start page 21
End page 50
Total pages 30
Publisher Springer Netherlands
Place of publication Dordrecht, Netherlands
Publication date 2010-04
ISSN 0311-6999
Summary This paper is concerned with the definition of the field of educational research and the changing and developing role of the Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise that Education is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories, epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time, the paper argues the need to globalise the educational research imagination and deparochialise educational research. This call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research might make to its constitution. In relation to this, the paper considers the difficulties that political representations of such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity of its research interests.
Language eng
DOI 10.1007/BF03216912
Field of Research 130399 Specialist Studies in Education not elsewhere classified
160809 Sociology of Education
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010 Springer
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Document type: Journal Article
Collection: School of Education
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