Abstract
In this book, Tara Fenwick and Lesley Farrell scrutinize the concept of knowledge mobilization by posing the following question: “Who determines what counts as impact, and for what purposes and what are the consequences of distinguishing users from producers in educational knowledge and research, and who benefits from such distinctions?” (p. 2). To answer this question, the editors focused on the following themes: considering the issues and the players, politics in knowledge flows, languages and enactments of knowledge mobilization, and responsibilities and rights in mobilizing knowledge. Fenwick and Farrell organized this book into four sections and 15 chapters to address the growing need for clarity around knowledge mobilization issues in educational research in Europe, United Kingdom, United States, Canada, Australia, China, and Russia.
Highlights
In this book, Tara Fenwick and Lesley Farrell scrutinize the concept of knowledge mobilization by posing the following question: “Who determines what counts as impact, and for what purposes and what are the consequences of distinguishing users from producers in educational knowledge and research, and who benefits from such distinctions?” (p. 2)
The authors reviewed the current situation around knowledge mobilization in education and discussed issues with regards to conducting empirical research in the field such as knowledge translation, knowledge management, research utilization, and knowledge transfer, as well as looked at the circumstances that can promote and enhance knowledge mobilization
Levin and Cooper conclude the chapter by pointing to several directions to improve knowledge mobilization work and research in education, such as the need to focus more on organizations and their practices rather than on individual researchers, policy makers, or practitioners
Summary
Tara Fenwick and Lesley Farrell scrutinize the concept of knowledge mobilization by posing the following question: “Who determines what counts as impact, and for what purposes and what are the consequences of distinguishing users from producers in educational knowledge and research, and who benefits from such distinctions?” (p. 2). Knowledge mobilization means making stronger connections between research, policy, and practice.
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