ERIC Number: EJ1365458
Record Type: Journal
Publication Date: 2023
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1474-8460
EISSN: EISSN-1474-8479
Ann Oakley: New Learning and Global Influence from Working across Conventional Boundaries
London Review of Education, v21 n1 Article 11 2023
Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries--between qualitative and quantitative methodologies, between disciplines, and between academia and wider society--to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.
Descriptors: Educational Research, Interdisciplinary Approach, Social Science Research, Evidence Based Practice, Social Problems, Educational Policy, Policy Formation, Cooperative Learning, Listening, Females
UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A