Abstract
Engaged research places new demands on the researcher; demands that often remain invisible amid (and sometimes ill-addressed by) universities’ enthusiastic and growing interest in research that targets ‘real world’ impact. Drawing upon informal, semistructured interviews conducted between May and July 2015 with five Australian academics who identify as ‘engaged researchers’ or researchers with a deep investment in ‘community engagement’ and “a disposition to qualitative and interpretive work” (A), this chapter documents how such researchers are grappling with the shift to the engaged research paradigm in the context of a range of externally funded projects. In doing so, it thinks through the consequences for their sense of identity as researchers and for the status of humanistic and social scientific knowledge more broadly.
Original language | English |
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Title of host publication | The Pedagogies of Cultural Studies |
Editors | Andrew T. Hickey |
Place of Publication | U.K. |
Publisher | Taylor and Francis |
Pages | 93-115 |
Number of pages | 23 |
ISBN (Electronic) | 9781315689739 |
ISBN (Print) | 9781138916319 |
Publication status | Published - 2016 |
Keywords
- culture
- study and teaching