Education: A Journal for Its Time

Abstract

On the face of it, contemporary educational research is significantly different in order and kind from the period after WWII when the esteemed American education psychologist, Harold H. Abelson (1948) [1], wrote his essay, “The Role of Educational Research in a Democracy.” The current conditions under which educational researchers labor foreground national and global challenges are quite unlike those he outlined in that heady post war period just prior to its descent into the Cold War. Since Abelson’s progressive reading of the upward arch of the first half of the Twentieth Century’s educational research history, unprecedented global movements of people, money and ideas, revolutionary and expanding modes of communication, and expediential growth in knowledge production and dissemination have broadened and complicated educational research, let alone practice and policy. [...]

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