Published:
Feb. 01, 2011
Source: European Educational Research Journal, Volume 11, No. 1, 2012, pages 62-67.
The paper addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of ‘useful knowledge’.
The author illustrates the conceptual, instrumental and legitimative relevance of knowledge.
The author also highlights empirically the need to develop detailed descriptions of the local constructions of educational research to understand the non-linear dynamics and the multiple enactments of relevant/useful networks of educational research.