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Practitioner knowledge and the problem of evidence based research policy and practice.

Issitt, M. and Spence, J. (2005) 'Practitioner knowledge and the problem of evidence based research policy and practice.', Youth and policy. (88). pp. 63-82.


The debate about the relevance of academic research to professional practice in educational and welfare contexts frequently surfaces with different emphases and at times with different emphases. Current political imperatives for evidence-based practice perpetuate the privileging of externally produced knowledge over that which practitioners derive from and apply in their work settings. The practice/research relationship and its outcomes can be enhanced through critical reflection on the dynamics of the personal, professional and political dimensions through which it is constructed and constructs itself. This will lead to a recasting of the separate roles of researcher and practitioner, and provide opportunities for the joint creation of knowledge that is transformative, transgressive and based on shared values.

Item Type:Article
Keywords:Critical reflection, Research, Evidence based policy and practice.
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Record Created:05 Feb 2010 14:50
Last Modified:09 Dec 2011 14:56

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