The myth of research-based practice: the critical case of educational inquiry

Educational research in Britain has been subject to substantial government intervention in recent years. The rationale for this has been the demands made by a model of evidence-based policymaking and practice that carries implications for other fields of social research as well. In this paper, the growing influence of this model is sketched, and it is argued that it relies on some very questionable assumptions about what research can offer policymakers and practitioners. It is concluded that the consequences of enforcing this model are likely to be negative for both sides, but especially for research