Educational research in Europe by James Calderhead

By James Calderhead

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In Western Europe this process is biased by language barriers and an affiliated informal power structure. A German educationist will usually check what has been done on his/her research topic in the English-speaking world, but he/she will not equally, unless a comparative specialist, look at the French or Spanish research literature. 4 0 German input to British debates in education tends to be minimal. Some amelioration of this situation might occur through strengthening the input and the user capacity of the European educational data banks, EUDISED and EURYDICE.

Research data are only one input to this type of knowledge. The German Educational Research Association maintains established contacts with the teachers' unions and the two nationwide associations of MA and Diploma Degree holders in education. g. conservative value position); (2) a historic-philosophical position (geisteswissenschaftliche Pädagogik); (3) a critical rationalist approach (following K. g. Habermas); (5) a Marxist position. In the 1980s new approaches were tried out: (1) systems theory (following Luhmann in the tradition of Parsons); (2) evolutionist perspective; (3) feminist perspective.

There are many similarities, but also some interesting contrasts, particularly in the way research is pursued, the status and value attributed to educational research and the extent to which it is seen as a valuable contribution to educational policy and planning. The European Contributions The chapter from France is written by Raymond Bourdoncle, who points out that a large proportion of French educational research occurs within Page 3 one National Institute which is centrally funded, and whose research agenda seems to be influenced by a combination of policy and academic concerns.

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