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The Relationship Between Research and Policy in Integrated Approaches to the Effects of Poverty on Education: Square Peg and Round Hole—or Hand in Glove?

Sat, April 18, 8:15 to 9:45am, Sheraton, Floor: Second Level, Ontario

Abstract

Internationally (in the USA, UK, Australia, Europe etc) the relationship between educational research and its use by the varied institutions of policy and practice has always been complex, non-linear and contested (Edwards, 2000; Lingard et al, 2006; Lubienski et al, 2014; Weiss, 1994). This paper uses a tentative analysis of past impact of educational research on policy to reflect on the possible affordances of future impact. The topic of my blog for the BERA Respecting Children and Young People project is Children’s Communities, and one of the purposes of the blog is to influence policy, in particular the education manifesto of the next UK government. The model of Children’s communities is collaboration across institutions and domains (education, health, social care) to tackle the effects of poverty on education. This model is based on USA’s Harlem Children’s Zones and England’s extended schools and services. I look at what it might be possible to learn from evidence of the impact on practice and policy of our 15yrs research into extended schools about taking children’s communities into current and future educational policy.
The paper draws on my analysis of an impact case study that documents evidence of the impact of our extended schools research that was prepared for the UK university inspection process, the ‘Research Excellence Framework’ (REF). In the first part of the paper I consider the main drivers and vehicles through which our research seems to have had an impact. This includes: synergies between our research and national educational policy; multiple research contracts for more than a decade with national policy-makers; the engagement strategy of a national charity which took our research findings to policy-makers; our own sustained research partnerships developed over time with schools and local authorities; and additional resources for impact and engagement activities provided by our university. In the second part of the paper I consider implications for the relationship between research and policy. I draw out from the case study possible structures, actions and relationships that may have contributed to our documented influence on practice and policy at different levels. I ask what we might learn about current discourses of the relationship between research and policy. Finally I consider whether this analysis offers a strategic focus for future impact.

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