Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community

Teacher education researchers appear generally not well equipped to maximise a range of dissemination strategies, and remain largely separated from the policy implications of their research. How teacher education researchers address this issue and communicate their research to a wider public audience is more important than ever to consider within a global political discourse where teacher education researchers appear frustrated that their findings should, but do not, make a difference; and where the research they produce is often marginalised. This paper seeks to disrupt the widening gap between teacher education researchers and policy-makers by looking at the issue from ‘both sides’. The paper examines policy–research tensions and the critique of teacher education researchers and then outlines some of the key findings from an Australian policy-maker study. Recommendations are offered as a way for teacher education researchers to begin to mobilise a new set of generative strategies to draw from.

Greece, global fault-lines and the disintegrative logics of Germany’s primacy in Europe

Post-Keynesian, heterodox and Marxist political economists have rightly argued that the eurozone crisis is not a fiscal crisis but a balance of payments crisis, mainly caused by the pivotal position of Germany in the European Monetary Union (EMU) and its neo-mercantilist model of growth (low wage, low inflation and export-led). This view, however, sees the split between core and periphery in the European Union as something created with the introduction of the EMU in 1999. This chapter contends that this is not the case. By putting forth a global fault-lines historical perspective and focusing on the case of Greece, it is argued that the problem is not the introduction of the EMU but the geopolitical and macroeconomic asymmetries between core and periphery in Europe since the inception of what vaguely – and even inaccurately – can be defined as ‘European modernity’. Global fault-lines offer a macro-historical and macroeconomic understanding of crises seen as structural events generated by the evolving and contradictory tendencies of capitalism as a world system. It is not just a political economy perspective but a perspective that encompasses many instances of the social, especially geopolitical and geocultural structures.