Educational Researchers: Living With a Lesser Form of Knowledge

In this article, I argue that key characteristics of educational knowledge both constrain and enable the work of educational researchers, as producers of this knowledge, in distinctive ways. Educational knowledge is soft (vs. hard), applied (vs. Pure), and provides use value (vs. exchange value). As a result, knowledge production in education is organized in a manner that is structurally egalitarian and substantively divergent. Some consequences of this are negative. For example, educational researchers find themselves unable to speak authoritatively about their field and feel pressure to imitate unproductive forms of intellectual practice. Other consequences are positive: For example, they have the potential for speaking to a wide lay audience and for participating in a relatively open and unregulated mode of scholarly production.

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