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Spaces, Boundaries and Alliances","","探讨何谓“教育研究”，并以教育去中心化（decentring）与去地方化（de-parochialising）为核心概念，分析教育研究如何在空间、社会关系与学习网络中被重新界定。文章引用学校作为纪律与权威之“叙事中心”的历史图景，进一步讨论分散学习空间、跨领域合作与“第三使命/第三支流”的再定义。通过在健康领域的合作研究经验，回应教育研究边界的持续争议，强调其随时间与空间不断流动并受到强烈挑战。",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-counts-as-educational-research-spaces-boundaries-and-alliances/593473/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-counts-as-educational-research-spaces-boundaries-and-alliances/593473.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"文章如何理解教育研究的去中心化（decentring）？","Question",{"text":113,"@type":114},"通过讨论学校从红砖集中空间转向分散学习空间，并将教育研究置于复杂的社会—空间网络中，说明教育研究的“中心”正在让位于新的空间与关系结构。","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"为何要“全球化”教育研究想象力、去地方化教育研究？",{"text":118,"@type":114},"文章引用Lingard与Gale的观点，主张在教育领域推进研究想象力的全球化，从而摆脱地方性局限，使教育研究更开放地回应变化。",{"name":120,"@type":111,"acceptedAnswer":121},"作者在健康领域的合作研究中强调了什么？",{"text":122,"@type":114},"作者以健康领域的跨界与跨学科合作为例，将“新理解与新解决方案的共同生产”（co-production）落到具体实践与学习经济中，并用此来检视教育工作的边界与可被认定为“教育研究”的条件。","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593473,1792401596,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","What Counts as Educational Research? Spaces, Boundaries and Alliances  \nAlison Lee  \nUniversity of Technology Sydney  \nIntroduction  \nIn their paper Decentred Education, Kathleen Ferguson and Terri Seddon begin with this image of the school as “the fundamental leitmotif of education”:  \nIts solid redbrick construction, high windows – too high for children to see through, and fences around the perimeter speaks of a particular kind of being in the world that is centred through discipline, authority and public guarantees … Even in the 1960s when schools became more open, architecturally, pedagogically and in relations with local communities, they remained centred; a place apart from the world that took children from their family environments and formed them, along universalist principles, as emerging adults, workers and citizens.  \n(Ferguson & Seddon, 2007, p. 111)  \nDrawing on historical work of Theobald (2000) and others, Ferguson and Seddon (2007) trace a twentieth-century history of schooling and nation-building, then map some of the significant changes in the social relations of learning in the past half century: from the red brick school to dispersed learning spaces, relocating the school in complex socio-spatial networks. Their article maps out a conceptual framework for interrogating this “decentring of education” and the effects on young people of the new learning spaces.  \nMore recently, Lingard and Gale (2010) ask: “‘how do we’ and ‘how ought we’ define education research?” (p. 8, italics in original) . In their introductory chapter to their edited volume titled Educational Research by Association (Gale & Lingard, 2010), they draw on Appadurai (2001, p. 13) to argue the need to “globalise the research imagination in education and thus to de-parochialise educational research”.  \nBoth Ferguson and Seddon’s and Lingard and Gale’s arguments clearly represent substantial disturbances to the “theory of the business” (Sharrock, 2007) of both  \nThe Australian Educational Researcher, Volume 37, Number 4, December 2010 •63  \nALISON LEE  \neducation and education research, as defined by 20th century logics and social, cultural and economic imperatives. Ferguson and Seddon’s concerns with the decentring of education speak of changes happening to a large extent around and beyond as well as within the boundaries of the education research community, while Gale and Lingard are calling on the education research community to respond more openly and vigorously to these changes. Decentring and de-parochialising are in different ways spatial metaphors – socially, culturally and economically weighted – invoking a requirement to continue to question and remake the narrative of where and how to locate education and research in 21st century conditions. At the same time, public and persistent challenges to the viability of the state-centric 20th century educational project (see Stephen Heppell’s recent invocation of The Death of Education and the Dawn of Learning, retrieved from [http://www.servantofchaos.com/2008/05/death-of-educat.html](http://www.servantofchaos.com/2008/05/death-of-educat.html)) enthuse about the potentials of learning to drive change in all spheres of contemporary life. What part does“education”, however defined, play in these new learning narratives? And how do werelate these questions to the re-definition of a research field for education?  \nThe particular contribution I seek to make to these deliberations is to extend both decentring and de-parochialising metaphors into new spaces related to what Sharrock (2007) sees as a reinvention of the theory of the business of the contemporary university in relation to educational research. Sharrock, writing of the triple helix of the Melbourne model (research, teaching, knowledge transfer), redefines the “third stream” as “the co-production of new understandings and solutions that tap the expertise of non-academic partners”(Sharrock, 2007, p. 10, italics in original) . For my purpo","cbCaib9q6OSm96kG","https://ap.wps.com/l/cbCaib9q6OSm96kG","pdf",115801,16,"English","# Introduction\n## Education research as “decentring” and “de-parochialising”\n## Defining education research globally and beyond parochial frames\n## Extending spatial metaphors into university and co-production contexts\n## Educational work beyond schools, colleges, and universities\n## Health-focused interdisciplinary research and contested boundaries","[{\"question\":\"文章如何理解教育研究的去中心化（decentring）？\",\"answer\":\"通过讨论学校从红砖集中空间转向分散学习空间，并将教育研究置于复杂的社会—空间网络中，说明教育研究的“中心”正在让位于新的空间与关系结构。\"},{\"question\":\"为何要“全球化”教育研究想象力、去地方化教育研究？\",\"answer\":\"文章引用Lingard与Gale的观点，主张在教育领域推进研究想象力的全球化，从而摆脱地方性局限，使教育研究更开放地回应变化。\"},{\"question\":\"作者在健康领域的合作研究中强调了什么？\",\"answer\":\"作者以健康领域的跨界与跨学科合作为例，将“新理解与新解决方案的共同生产”（co-production）落到具体实践与学习经济中，并用此来检视教育工作的边界与可被认定为“教育研究”的条件。\"}]","What Counts as Educational Research? Spaces, Boundaries and Alliances | PDF",1792077317]