Introduction
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Andrew Wilkins
Abstract
In this introduction, we reflect on writing, arguing and thinking as vital meaning-making activities driven by different ethical and normative commitments. These reflections are used to support a view of education policy research as fraught with ambiguity and therefore a view of the field as messy epistemological/ontological work. In turn, we outline the purpose and design of the book with a focus on the selection and significance of the keywords described and their importance to tracing these complex intellectual histories and their influence on the contemporary field of education policy research. Here we explain the political and personal choices that have shaped the structure and content of the book as well as outline the benefits of the book as a conceptual toolbox to supplement learning and understanding.
Abstract
In this introduction, we reflect on writing, arguing and thinking as vital meaning-making activities driven by different ethical and normative commitments. These reflections are used to support a view of education policy research as fraught with ambiguity and therefore a view of the field as messy epistemological/ontological work. In turn, we outline the purpose and design of the book with a focus on the selection and significance of the keywords described and their importance to tracing these complex intellectual histories and their influence on the contemporary field of education policy research. Here we explain the political and personal choices that have shaped the structure and content of the book as well as outline the benefits of the book as a conceptual toolbox to supplement learning and understanding.
