Educational research, the teacher researcher and social justice

The paper examines a number of themes addressing the relationship between educational research and the
teacher researcher in England. Whilst these issues are examined on a general level there is a particular interest
in post compulsory education and training. The paper seeks to place the debate within its socio-economic
context arguing that current conditions focusing upon 'what works' and an economistic logic has placed the
teacher and educational researcher within an ideational context that lends itself to technicism and
instrumental ism. It is argued that such a narrow view of educational and teacher research does nothing but
impoverish itself and its contribution to society as a whole.