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Research on the field of education policy: Exploring different levels of approach and abstraction

Authors

Jefferson Mainardes

State University of Ponta Grossa (Brazil)

César Tello

National University of Tres de Febrero, La Plata and San Martín

Keywords: Education policy; epistemology; meta-research

Abstract

This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu’s theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.

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Author Biographies

Jefferson Mainardes

State University of Ponta Grossa (Brazil)

PhD in Education by the UCL/Institute of Education (2004). He is a Professor at the State University of Ponta Grossa (Brazil) and Honorary Senior Research Associate of UCL/Institute of Education (London). Scholarship of Research Productivity - CNPq. He is co-director of Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe and editor of the journal Práxis Educativa (UEPG) and Portuguese language editor of the journal Estudios Teóricos y Epistemológicos de Política Educativa.

César Tello

National University of Tres de Febrero, La Plata and San Martín

PhD in Education Sciences (National University of La Plata - Argentina). He is a Professor of the National University of Tres de Febrero, La Plata and San Martín. Director of Red de Estudios Teóricos y Epistemológicos en Política Educativa – ReLePe and editor of the journal Estudios Teóricos y Epistemológicos de Política Educativa.

How to Cite

Mainardes, J., & Tello, C. (2016). Research on the field of education policy: Exploring different levels of approach and abstraction. Education Policy Analysis Archives, 24, 75. https://doi.org/10.14507/epaa.24.2331