Embedding Education Research in the European Economic Imaginary?

Parreira do Amaral, Marcelo

Zusammenfassung

This paper discusses the role and position of education research in the current policy agenda of the European Union, in particular in the Horizon 2020 research framework programme. In discussing this topic, the intention is to reflect upon the impact dominant views have in knowledge generation activities, in particular in the Social Sciences and the Humanities. One assumption is that education research is not simply being ‘embedded' in the (technocratic) tackling of societal challenges, but rather encased in a dominant regime of knowledge production that best suits the emerging Global Education Industry. The chapter looks into this development considering the different perceptions of the role of SSH in the European context and highlighting the tensions involved. It deliberates on the policy drivers for embedding SSH research in the EU's research agendas and enquires into the perceptions of and roles assigned to SSH research in European research policy. The discussion illustrates the tensions for education research by referring to a concrete example before the main elements of the dominant knowledge regime are discussed and questions as to changes in epistemic governance ensuing from the ‘embedding' of education research in this regime of knowledge production are asked. The paper concludes with outlining some concerns about the (potential) implications and risks for education research as a field when it is ‘fully integrated' in this economic imaginary.