Relationships Between Theorists/Researchers and Policymakers/Practitioners: Rethinking the Two Cultures Thesis and the Possibility of Dialogue

MARK B. GINSBURG; JORGE M. GOROSTIAGA

COMPARATIVE EDUCATION REVIEW

University of Chicago Press

Lugar: Chicago; Año: 2001 vol. 45 p. 173 - 196

0010-4086

This editorial essay introduces the themes of the special issue and indicates how these are developed in the other articles. We first discuss different models of knowledge utilization (instrumental, conceptual, and strategic) to identify the variety of ways in which educational theory/research may influence educational policy/practice. Next we present and raise questions about the two cultures thesis for explaining the limited communication between these theorist/researcher and policymaker/practitioner groups. Then we discuss six approaches for enhancing the connections among theorists, researchers, policy makers, practitioners, and community members: (1) translation/mediation, (2) education, (3) role expansion, (4) decision oriented research, (5) collaborative action research, (6) collective research and praxis. Finally, we consider the possibility of dialogue?joint reflection and action?among the variety of individuals and groups who are involved in education at institutional, local, national, and international levels.