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A Companion to Research in EducationChanging Scholarly Lives: Neoliberalism, Discipline(s) and Educational Research

A Companion to Research in Education: Changing Scholarly Lives: Neoliberalism, Discipline(s) and... [In this response, Bridges’ distinction between ‘the disciplines’ and ‘disciplined enquiry’ is seen as a helpful way of understanding the nature of educational research. The response focuses on the end of Bridges discussion, where it is suggested that there is an ‘interminable wrestling match’ between disciplined forms of intellectual enquiry and ‘structures of power’. This piece considers who might be winning this match. It is argued that the prevailing ‘structures of power’ in many parts of the world have been neoliberal in orientation. New Zealand serves as a useful case study in assessing some of the consequences of neoliberal policies for research and researchers. The chapter concludes with brief comments on the possibilities for maintaining disciplined enquiry while quietly resisting elements of neoliberal reform in tertiary education and research.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in EducationChanging Scholarly Lives: Neoliberalism, Discipline(s) and Educational Research

Editors: Reid, Alan D.; Hart, E. Paul; Peters, Michael A.
Roberts, Peter
A Companion to Research in Education — Aug 16, 2013
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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2014
ISBN
978-94-007-6808-6
Pages
41 –45
DOI
10.1007/978-94-007-6809-3_5
Publisher site
See Chapter on Publisher Site

Abstract

[In this response, Bridges’ distinction between ‘the disciplines’ and ‘disciplined enquiry’ is seen as a helpful way of understanding the nature of educational research. The response focuses on the end of Bridges discussion, where it is suggested that there is an ‘interminable wrestling match’ between disciplined forms of intellectual enquiry and ‘structures of power’. This piece considers who might be winning this match. It is argued that the prevailing ‘structures of power’ in many parts of the world have been neoliberal in orientation. New Zealand serves as a useful case study in assessing some of the consequences of neoliberal policies for research and researchers. The chapter concludes with brief comments on the possibilities for maintaining disciplined enquiry while quietly resisting elements of neoliberal reform in tertiary education and research.]

Published: Aug 16, 2013

Keywords: Discipline; Enquiry; Neoliberalism; New Zealand; Tertiary education

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