Beyond "Talking out of School": Educational Researchers as Public Intellectuals

Autor/in	Hill, Marc Lamont
Titel	Beyond "Talking out of School": Educational Researchers as Public Intellectuals
Quelle	In: International Journal of Research & Method in Education, 35 (2012) 2, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.675834
Schlagwörter	Educational Research; Educational Researchers; Role; Higher Education; Educational Environment; Academic Discourse; Writing for Publication; Faculty Publishing; Publish or Perish Issue; Career Development; Information Dissemination; Prosocial Behavior; Educational Policy; Praxis; Theory Practice Relationship; Audience Awareness; Professional Identity; Peer Influence; Access to Information; Technology Uses in Education; Information Storage + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Rollen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Discourse; Diskurs; Berufsentwicklung; Informationsverbreitung; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationsspeicherung
Abstract	This conceptual article explores the notion of educational researchers operating as public intellectuals. To do this, I situate my analysis within a broader tradition of public intellectual work in the American academy. I also offer a framework for three specific forms of public intellectual work, supported by relevant examples, which can be taken up by educational researchers. I then raise critical issues, concerns, and tensions that complicate such work, and conclude by offering suggestions for better linking educational research to the broader public. Although this article focuses largely on researchers working within the university context, particularly tenure-line faculty, many of its insights are applicable to independent researchers, policy analysts, or others working within the broadly defined field of educational research. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10