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The Distinctiveness of the EdD in Producing and Transforming Knowledge

2007; Taylor & Francis; Volume: 39; Issue: 3 Linguagem: Inglês

10.1080/00220620701698325

1478-7431

Аlison Taysum,

Interdisciplinary Research and Collaboration

Abstract The aim of this paper is to focus on the distinctiveness of the Professional doctorate in education (EdD) located in the development of higher education (HE) in England using Bourdieu’s theory of practice. It does this by building on a previous paper published in this journal, ‘The Distinctiveness of the EdD in the University Tradition’ (vol. 38, no. 3, 2006: 323–34). The paper uses Bourdieusian analysis to reveal the extent to which capital may have been misrecognized within HE. It then argues that the EdD may have developed within HE because it has the potential to recognize capital, previously misrecognized. Therefore, the EdD may be considered distinctive because it engages with issues surrounding social justice in terms of inclusion. Moreover, it may be argued that the EdD presents opportunities for educational practitioners to produce and transform knowledge, thus shaping the processes that structure what they can and cannot know and do. Acknowledgements The author wishes to thank Professor Helen Gunter and an anonymous referee for critical comments on earlier drafts of this paper. Notes 1. Taysum, A. “The Distinctiveness of the EdD in the University Tradition.” Journal of Educational Administration and History 38, no. 3 (2006): 323–34. 2. Lunt, I. “Integrating Academic and Professional Knowledge: Constructing the Practitioner‐Researcher.” Available from www.qut.edu.au/dresa/CPE/ProfDocs/Papers/Scott_paper.doc (accessed 4 March 2003). 3. Scott, D., A. Brown, I. Lunt, and L. Thorne. Professional Doctorates Integrating Professional and Academic Knowledge. Berkshire: Open University Press, 2004. 4. Ibid. 5. Ibid., 32. 6. Barnett, R. Realising the University in an Age of Supercomplexity. Buckingham: Open University Press, 1999. 7. Mahoney, A., and Winterer, C. “The Problem of the Past in the Modern University: Catholics and Classicists, 1860–1900.” History of Education Quarterly 42, no. 4 (2002): 517–43, 518. 8. Baugh, A. 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