O’Keeffe, Suzanne (2022) Artificial boundaries? Shaping policy through empowering research. Irish Educational Studies, 41 (4). pp. 649-662. ISSN 0332-3315

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Abstract

This paper is about the politics of policy knowledge production. It calls for spaces to be forged to allow teachers’ voices to have centre stage in knowledge creation and production. Specifically, this paper discusses the need for alternative ways of conducting educational research so that power in research design is utilised as a capacity for change. First, the politics of knowledge production is explored. The second and most central task of this paper is to highlight the role that teachers’ knowledge can play in shaping education policy through emancipatory research practices. Overall, this paper advocates that the time has arrived for a fresh look at teachers’ participation in the production and validation of knowledge. Valuing teachers’ embodied knowledge and the unique position teachers hold within the education system, this paper is a window on the present, and suggests the direction the conversation should take in order to move education policy beyond the endless accumulation of evidence towards impactful change.

Item Type:	Article
Additional Information:	Cite as: O'Keeffe, S. 2022, "Artificial boundaries? Shaping policy through empowering research", Irish educational studies, vol. 41, no. 4, pp. 649-662.
Keywords:	Education policy; empowering research; exclusion; power; teacher knowledge;
Academic Unit:	Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
Item ID:	17619
Identification Number:	https://doi.org/10.1080/03323315.2021.1899022
Depositing User:	Suzanne O'Keeffe
Date Deposited:	28 Sep 2023 13:56
Journal or Publication Title:	Irish Educational Studies
Publisher:	Routledge
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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