Hijacked by the project? Research which demands to be done

Article


Sikes, P. 2015. Hijacked by the project? Research which demands to be done. Research in Teacher Education. 5 (1), pp. 45-50. https://doi.org/10.15123/PUB.4330
AuthorsSikes, P.
Abstract

This paper discusses how a commitment to follow
C. Wright Mills’s (1959) imperative to engage the
sociological imagination ethically and critically
and in such a way that ‘the personal uneasiness
of individuals is focused upon explicit troubles
and the indifference of publics is transformed into
involvement with public issues’ (1970: 11–12) can
have the effect of shaping research agendas. I tell
two stories from my career about research that I
didn’t so much choose to do but which, rather,
seemed to choose me to do it.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation5 (1), pp. 45-50
ISSN2047-3818
Year2015
PublisherUniversity of East London, Cass School of Education and Communities
Accepted author manuscript
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.4330
Web address (URL)http://www.uel.ac.uk/rite
Publication dates
Print01 May 2015
Publication process dates
Deposited15 Jul 2015
Copyright information© 2015 The author
Permalink -

https://repository.uel.ac.uk/item/8562q

Download files


Accepted author manuscript

Explore this article

Explore this article

Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (1), pp. 5-6. https://doi.org/10.15123/PUB.4328
The use of music as an educational intervention for children with autistic spectrum disorder (ASD)
Wiseman, Sue 2015. The use of music as an educational intervention for children with autistic spectrum disorder (ASD). Research in Teacher Education. 5 (1), pp. 7-14. https://doi.org/10.15123/PUB.4332
Cracking the Code: reflections on the implications for teacher education and professional formation in England following the introduction of the Special Educational Needs and Disability Code of Practice 2014
Hellawell, Beate 2015. Cracking the Code: reflections on the implications for teacher education and professional formation in England following the introduction of the Special Educational Needs and Disability Code of Practice 2014. Research in Teacher Education. 5 (1), pp. 15-19. https://doi.org/10.15123/PUB.4327
‘A teacher but not like in school…’: telling stories to reflect on space, identity and pedagogy
White, M. 2015. ‘A teacher but not like in school…’: telling stories to reflect on space, identity and pedagogy. Research in Teacher Education. 5 (1), pp. 20-26. https://doi.org/10.15123/PUB.4331
Student voice at the ‘heart of learning’
Robertson, G. 2015. Student voice at the ‘heart of learning’. Research in Teacher Education. 5 (1), pp. 27-32. https://doi.org/10.15123/PUB.4324
Exploring the attitudes of secondary school chemistry trainee teachers
Linington, M. 2015. Exploring the attitudes of secondary school chemistry trainee teachers. Research in Teacher Education. 5 (1), pp. 33-39. https://doi.org/10.15123/PUB.4326
‘Hop Skip and Jump’ project collaborations: the arts in early childhood education
Martin, E. and Hussain, Victoria 2015. ‘Hop Skip and Jump’ project collaborations: the arts in early childhood education. Research in Teacher Education. 5 (1), pp. 40-44. https://doi.org/10.15123/PUB.4325
Book Reviews
Ayres, D., Herrington, N. and Hurley, Cathy 2015. Book Reviews. Research in Teacher Education. 5 (1), pp. 51-54. https://doi.org/10.15123/PUB.4329
  • 176
    total views
  • 88
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as