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  1. Disciplinarity and the Organisation of Scholarly Writing in Educational Studies in the UK: 1970–2010.James Thomas - 2012 - British Journal of Educational Studies 60 (4):357-386.
    This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors 'locate' their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) (...)
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  • Untimely Meditations on the Disciplines of Education.Anne Pirrie & Donald Gillies - 2012 - British Journal of Educational Studies 60 (4):387-402.
    The aim of this article is to explore what the concept of interdisciplinarity can bring to our developing understanding of education as a field of enquiry. We shall draw upon some recent writing on the disciplines of education in order to explore the potentially negative consequences of the way in which the disciplines are institutionalised and territorialised. We also assign some prominence to a personal account of an eminent anthropologist's perambulations through a disciplinary landscape in order to put forward an (...)
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  • The Standing Conference on Studies in Education – Sixty Years On.Gary McCulloch - 2012 - British Journal of Educational Studies 60 (4):301-316.
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  • Introduction: Disciplinarity, Interdisciplinarity and Educational Studies – Past, Present and Future.Gary McCulloch - 2012 - British Journal of Educational Studies 60 (4):295-300.
    This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psychology, sociology, history and philosophy in underpinning educational studies.
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  • The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice.Gert Biesta, Julie Allan & Richard Edwards - 2011 - British Journal of Educational Studies 59 (3):225-239.
    The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted (...)
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