Top-down and Inside Out: breaking boundaries between research, theory and practice

Gregson, Daniel, Gregson, Margaret and Spedding, Patricia (2019) Top-down and Inside Out: breaking boundaries between research, theory and practice. Journal of Management Policy and Practice, 20 (3). pp. 36-52. ISSN 1913-8067

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Abstract

This article challenges divisions which have been set up between practice, research and theory in relation to the discipline of Education. It questions the epistemic positions upon which positivist metanarratives underpinning these divisions are founded. These include the separation of practice from research and theory and the creation of the notion of a vocational and academic divide. We provide insights into how a University-supported, practitioner-research programme (PRP), which draws upon Dewey's pragmatic epistemology, is impacting upon the improvement of educational practice, processes of educational inquiry and the development of theory in the Further Adult and Vocational Education (FAVE) sector in England.

Key Words: Practice-focused research; further adult and vocational education; practitioner-research; educational evaluation and improvement; stories

Item Type: Article
Additional Information: Unable to confirm DOI
Subjects: Education > Educational Research
Education > Further Education
Education > Higher Education
Education
Divisions: Faculty of Education and Society
Faculty of Education and Society > School of Education
Related URLs:
Depositing User: Margaret Gregson
Date Deposited: 19 Jun 2019 13:38
Last Modified: 17 Jul 2020 13:50
URI: http://sure.sunderland.ac.uk/id/eprint/10890
ORCID for Daniel Gregson: ORCID iD orcid.org/0000-0001-5980-2401
ORCID for Margaret Gregson: ORCID iD orcid.org/0000-0002-2195-3738
ORCID for Patricia Spedding: ORCID iD orcid.org/0000-0001-6089-6046

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