The article explores the knowledge question in and for educational research. What counts knowledge? What knowledge is of most worth? What should the schools teach? - a curriculum question. What knowledge is most appropriate in and for teacher education AND for teacher education research? The issue of disciplinarity is canvassed, particularly with regard to new work in educational, sociology. This is set against debates arising from feminism, poststructuralism, post-colonialism, and 'southern theory' (Connell). New work in practice theory and philosophy is introduced in this light, and the implications and challenges considered for education(al) research..
|Number of pages||20|
|Journal||Australian Educational Researcher|
|Publication status||Published - 2010|