Gregson, Daniel, Gregson, Margaret and Spedding, Patricia (2019) Top-Down and Outside-In: 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 paper 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.

Item Type:	Article
Subjects:	Education > Educational Research Education > Further Education Education > Higher Education Business and Management > Management (general) Education
Divisions:	Faculty of Education and Society Faculty of Education and Society > School of Education
Depositing User:	Margaret Gregson
Date Deposited:	06 Aug 2019 13:49
Last Modified:	08 Sep 2020 14:25
URI:	http://sure.sunderland.ac.uk/id/eprint/11010

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• Top-Down and Outside-In: breaking boundaries between research, theory and practice. (deposited 19 Jul 2019 13:08)
  • Top-Down and Outside-In: breaking boundaries between research, theory and practice. (deposited 06 Aug 2019 13:49) [Currently Displayed]

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