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Abstract
This Special Issue places discussion of knowledge mobilisation in the context of diminishing government funding for research, and the difficulties the research community has experienced in reaching out to those who might make best use of its knowledge base and research findings. The emphasis policymakers and funders give to demonstrating research impact has the capacity to distort how the academic community interacts with other interested parties. To re-direct attention to some of the more difficult issues in knowledge mobilisation, this paper presents three empirical case studies from education, exploring what happens as knowledge travels from one context of use to another. The cases highlight some substantial inequalities in the rights to define what counts as relevant knowledge that trouble easy acceptance of the concepts of impact or influence as key drivers in knowledge exchange.
Notes on contributor
Gemma Moss is Professor of Education at the Institute of Education, University of London. Her current research interests include the construction and use of literacy attainment data in education policy and practice; the evolution of literacy policy; and qualitative methods for policy evaluation. She is the author of Literacy and gender: Researching texts, contexts and readers (Routledge, 2007).
Notes
1. Thanks to David Gough for alerting me to this case and James Thomas for commenting on the draft.
2. The full report can be found at http://eprints.ioe.ac.uk/905/ and at https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RR816.