Abstract

The first part of this chapter discusses the evolving relationships between educational research, state-funded educational provision, and institutional arrangements for other areas of inquiry. The complicated nature of these relationships is evidenced by the long history of controversy surrounding education research, for example around its: academic vs. professional aims; social science vs. humanities affinities; disciplinary vs. multidisciplinary organisation; low vs. high status. Jointly, these tensions and controversies have kept the nature of educational research under constant questioning.In response to such questions, the chapter goes on to outline an argument for considering educational research as a form of practice. It unpacks a notion of research practice which combines the systematic flexing of inquisitive thought, the reflective use of tools, and the considerate exercise of virtues. This notion of practice enables the integration of discussions of theory, methodology, and action in education. As a practice, educational research is not static, but flexes and adapts itself to changing educational, societal, and geopolitical circumstances, and it does so systematically, reflectively, and considerately.