Educational Studies and Educational Practice: A Necessary Engagement

This paper assesses prospects for the relationship between educational studies and practice, with reference to current institutional policy context in England. Drawing on sociology of knowledge it is argued that can be conceptualised contrasting ways, by considering internal structures, external relations how disciplinary problematics are defined, but also practice portrayed. To develop analysis, Bernstein’s work structures academic professional discourses articulated philosophical distinguishes different conceptualisations prevalent humanities social sciences. enables critical reflection three arrangements (the foundation disciplines, new science, deliberative traditions) each their own dynamic, socio-epistemic assumptions, policy, implications future production knowledge. process illustrated some recent developments England illuminate position relation practice.