Abstract
Whether or not education counts as an academic discipline is being disputed. This uncertainty is connected with both the object of educational research – the educational field with its public discourses, organizations, and personae – and the mode of research and academic discussion. These two elements, the field and research in the field, are closely connected, because the research questions regulate (to a large extent) what constitutes the field. The dominant modes of research define the way in which the educational field is perceived. For instance, today’s globally dominant large-scale assessment research mainly defines the educational field in terms of core skills or school disciplines that are to be learnt.
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Tröhler, D. (2009). Beyond Arguments and Ideas: Languages of Education. In: Smeyers, P., Depaepe, M. (eds) Educational Research: Proofs, Arguments, and Other Reasonings. Educational Research, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3249-2_2
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