Practitioner Knowledge and the Problem of Evidence Based Research Policy and Practice

Issitt, M.; Spence, J.

Practitioner Knowledge and the Problem of Evidence Based Research Policy and Practice

Issitt, M.; Spence, J.

Authors

M. Issitt

J. Spence

Abstract

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.

Citation

Issitt, M., & Spence, J. (2005). Practitioner Knowledge and the Problem of Evidence Based Research Policy and Practice. Youth & Policy, 63-82

Journal Article Type	Article
Publication Date	Jan 1, 2005
Deposit Date	Feb 5, 2010
Publicly Available Date	Feb 12, 2010
Journal	Youth and Policy
Print ISSN	0262-9798
Publisher	National Youth Agency
Peer Reviewed	Peer Reviewed
Issue	88
Pages	63-82
Keywords	Critical reflection, Research, Evidence based policy and practice.
Publisher URL	http://www.nya.org.uk/