{"title":"‘Engaging People and Ideas’: Memories, Meaning Making and the European Educational Research Association","authors":"Gyöngyvér Pataki","doi":"10.2304/eerj.2014.13.4.434","DOIUrl":null,"url":null,"abstract":"This article seeks to reveal patterns of the discursive and interpretative culture of the European Educational Research Association (EERA) in an attempt to contribute directly to the discussion about the social and cultural integrity of the association. It looks beyond the network and community approaches of transnational research associations and suggests instead that the communicative aspects of the organisation should be considered. Within this framework the article aims to address the questions to what extent can EERA be considered as an intellectual home, and what motivates researchers to be engaged with EERA activities? In 2013 four group interviews and 26 semi-structured interviews were carried out in an effort to delineate what lends stability and intimacy to a broad European umbrella organisation. Respondents were asked to share their experiences with EERA and their reflection on their contribution to it. The data reveal that there is a delicate balance between activity and representation within the association and that there is a constant reflection on, as well as a desire towards, inclusiveness in terms of both ideas and colleagues. The data show that researchers enter EERA seeking their research identity and slowly realise that the only way to establish their belonging to the association is their constant contribution. It is possible to discern that a dynamic element — constant contribution in communication — gives EERA its integrity and intimacy.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"7 1","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.2304/eerj.2014.13.4.434","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article seeks to reveal patterns of the discursive and interpretative culture of the European Educational Research Association (EERA) in an attempt to contribute directly to the discussion about the social and cultural integrity of the association. It looks beyond the network and community approaches of transnational research associations and suggests instead that the communicative aspects of the organisation should be considered. Within this framework the article aims to address the questions to what extent can EERA be considered as an intellectual home, and what motivates researchers to be engaged with EERA activities? In 2013 four group interviews and 26 semi-structured interviews were carried out in an effort to delineate what lends stability and intimacy to a broad European umbrella organisation. Respondents were asked to share their experiences with EERA and their reflection on their contribution to it. The data reveal that there is a delicate balance between activity and representation within the association and that there is a constant reflection on, as well as a desire towards, inclusiveness in terms of both ideas and colleagues. The data show that researchers enter EERA seeking their research identity and slowly realise that the only way to establish their belonging to the association is their constant contribution. It is possible to discern that a dynamic element — constant contribution in communication — gives EERA its integrity and intimacy.
期刊介绍:
The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)