期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2016
卷号：25
期号：1
页码：91-94
DOI：10.26522/brocked.v25i1.483
出版社：Brock University
摘要：In this book, Tara Fenwick and Lesley Farrell scrutinize the concept of knowledge mobilization by posing the following question: “Who determines what counts as impact, and for what purposes and what are the consequences of distinguishing users from producers in educational knowledge and research, and who benefits from such distinctions?” (p. 2). To answer this question, the editors focused on the following themes: considering the issues and the players, politics in knowledge flows, languages and enactments of knowledge mobilization, and responsibilities and rights in mobilizing knowledge. Fenwick and Farrell organized this book into four sections and 15 chapters to address the growing need for clarity around knowledge mobilization issues in educational research in Europe, United Kingdom, United States, Canada, Australia, China, and Russia.
