Governing Knowledge: Research Steering and Research Quality

Autor/in	Ozga, Jenny
Titel	Governing Knowledge: Research Steering and Research Quality
Quelle	In: European Educational Research Journal, 7 (2008) 3, S.261-272 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2008.7.3.261
Schlagwörter	Scientific Research; Educational Research; Governance; Epistemology; Inquiry; Educational Quality; Research and Development; Theory Practice Relationship; Technology Transfer; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Erkenntnistheorie; Quality of education; Bildungsqualität; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Technologietransfer; Ausland; Großbritannien
Abstract	This article argues that the "quality" debate in education research is not so much about quality as about creating the conditions in which research and knowledge production in the field of education can be managed and steered. The criticisms of research in education have destabilised the field and promoted its closer dependence on and alignment with policy. The paper connects changes in the nature of knowledge to developments in the governance of education, suggesting that experts and techno-scientific research are increasingly necessary not only as sources of information but as ways of "doing" governing, especially through quantification and comparison. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10