ie. I heard it on a podcast once
Within leadership-led seminars for teachers, a familiar refrain echoes: “Research shows…” But behind this authoritative phrase lies a glaring truth – an obsession with educational research often blinds senior leaders to the broader horizons of knowledge. Instead of embracing a wealth of diverse insights, they find solace in the comforting embrace of their own echo chambers, where education-derived research reigns supreme. But this myopic approach comes at a cost – a cost paid by students, educators, and the future of education itself… and honestly, IT’S SOOOOOO DULL!
Problem
The over-reliance on the labyrinth of educational research has become akin to navigating the bog of eternal stench. The incessant drumbeat of “research shows” masks a deeper problem – the stifling of innovation and progress. As senior leaders cling to their echo chambers of education-centric research, a wealth of potential solutions remains untapped, leaving students and educators adrift in a sea of stagnation.
Causes
The roots of this issue are intertwined with the structure of educational leadership and institutional culture. Firstly, a pervasive culture of tradition and hierarchy exists within educational institutions. Senior leaders, entrenched in longstanding practices, resist change and innovation, hindering progress and exploration of research beyond education’s confines.
Secondly, the structure of educational research itself contributes to the problem. Funding and publication incentives favour research reinforcing established theories, discouraging interdisciplinary approaches and perpetuating a narrow focus. Jesus Christ, reading educational books has the rancid familiarity of throwing up and then committing to swallowing it.
‘They just follow trends like a poodle, piggybacking off of my shit, that’s a no-no’
talib Kweli – the blast
Furthermore, institutional pressures play a significant role. Senior leaders feel compelled to demonstrate evidence-based decision-making, leading to the selective use of research findings that align with predetermined agendas (If you know me, you know who I’m talking about – lol).
Lastly, there is a lack of systemic support for interdisciplinary collaboration within education. Siloed departments and disciplinary boundaries limit collaboration, isolating educators within their own echo chambers and hindering knowledge exchange.
In summary, institutional culture, research incentives, external pressures, and structural barriers contribute to the issue. Addressing these requires fostering curiosity, openness, and collaboration to embrace diverse and innovative approaches to education.
Effects
The myopic approach of senior leaders significantly impacts students’ educational experience and outcomes. Prioritizing education-derived research limits exposure to diverse perspectives and innovative approaches, hindering the development of critical thinking, adaptability, and creativity—essential for success in today’s dynamic world.
Additionally, over-reliance on educational research leads to stagnation, preventing the implementation of new teaching methodologies and technologies. This deprives students of the benefits of cutting-edge practices and digital tools crucial for preparing them for the modern workforce. Compare the evolution of computer games over the past 30 years to the stagnant state of education during the same period—while one has seen remarkable progress, the other seems mired in tired ideas.
Moreover, exclusive reliance on education-centric research creates an echo chamber effect, marginalizing dissenting viewpoints and stifling innovation. Students’ exposure to diverse perspectives is limited, constraining their ability to engage critically with complex issues—vital for lifelong learning and active citizenship.
Overall, these effects deprive students of the quality education they deserve, lacking the skills, knowledge, and adaptability essential for thriving in today’s complex world.
Solutions
By embracing interdisciplinary collaboration, fostering a culture of curiosity and openness, and challenging the status quo, we can promote change. Senior leaders must venture beyond their familiar spheres, embracing insights from fields such as psychology, neuroscience, sociology, economics, or even game design. By overcoming biases and critically evaluating research findings, we can uncover innovative solutions to education’s challenges. It is time to broaden perspectives, explore new areas of knowledge, and forge a new path. “research shows” it’s not difficult!
Conclusion
We must avoid being confined within our own narrow perspectives and repeating the same ideas. Students deserve an education system that like the Grand Theft Auto seris, continuously evolves, fostering innovation and advancement. As educators, leaders, and proponents of change, it falls upon us to confront this challenge, liberate ourselves from rigid thinking, and welcome a future full of potential.
I’d like to conclude with a brief anecdote. I distinctly recall a senior leader’s response to my critique of a new “teaching & learning” policy, purportedly “based on research.” Despite my view that the policy lacked a nuanced understanding of engaging students, my criticism was met with the retort, “Well, you don’t read enough educational research…!” I admit, I don’t; much of it is bollocks, outdated and unhelpful, stemming from contrived studies of the 1960s. However, I am interested in exploring behaviour and psychology. I really think authors such as Dan Ariely, Ben Parr, Jonah Berger, and Steven Johnson offer invaluable insights into engagement, innovation, and behaviour but from a perspective outside the echo chamber of education. But the crux of my point is this: while my classes operated in a focused, studious environment where students solved problems independently, hers were marked by chaos, with students distracted by social media and unable to work autonomously. Students are actively turned off by the “research shows” approach to teaching!
