Is 'education' becoming irrelevant in our research?

It is argued in this paper that in a culture of ‘performativity’ research into ‘education’ is often avoided. It is observed in many research publications that attention is given to techniques of learning, teaching, management, social equity, identity formation, leadership and delivery of the curriculum, without a justification being offered as to why such instrumental approaches should be regarded as being ‘educational’. Often research quite unproblematically adopts rational-economic justifications couched in terms of ‘efficiency’ and ‘effectiveness’. Such approaches are however identified as nihilistic and not educational (Blake et al., 2000)