Transforming knowledge, crossing boundaries: exploring educational knowledge brokering

Aim: To investigate the concept of educational knowledge brokering (activities aimed at better connecting research to practice and policy in the educational ecosystem) in terms of its processes and implications for practice, with a focus on mathematics education but with broader implications for educational contexts and beyond. Method: A collection of four research papers was developed using varied methods - including narrative synthesis, art-based approaches, and mixed methods research - to explore theoretical, methodological, and practical dimensions of knowledge brokering. The thesis integrates these papers with reflective commentary. Results: 1. To answer the questions: “What kinds of knowledge brokering work, processes and products are there in the international education research-practice space and how have they been characterised?”; “What has been found to be effective, and less effective, in knowledge brokering in education?” and “How might we evaluate, critically examine and otherwise hold to account the work of knowledge brokers in education?”, a narrative synthesis review was undertaken, which highlighted that educational knowledge brokering remains under-researched, with key roles for interpersonal relationships and social contexts, a variety of current models and metaphors, and an urgent need for clear definitions and evaluation frameworks. 2. To answer the question “What themes, discourses and boundaries are elicited for me from the process of creating art as knowledge brokering in mathematics education?”, art-based methods alongside reflexive thematic analysis were used to critically examine knowledge brokering processes, identifying themes such as storytelling, boundary negotiation, and the balance between accessibility and gatekeeping. 3. Further examination of the data from the art-based inquiry explored the challenges of navigating truth in knowledge brokering, focusing on the question “What themes, discourses, and boundaries related to truth and truth-telling emerged for me through the process of creating art as a form of knowledge brokering in mathematics education?” and emphasising ethical considerations and the risks of mis- and dis-information, arguing that knowledge brokering is political, and adding to theory in this area. 4. To answer the questions “What problems are brought to an educational knowledge brokering clinic?”; “In what ways did I respond to issues brought as an educational knowledge broker?” and “How does educational knowledge brokering work in a research clinic model?”, a mixed-methods study using a research clinic model revealed the complex dynamics of brokering interactions, including identity shifts, systems thinking, and the critical transgressions that happen at the intersection of research and practice. Conclusion: This thesis underscores the complexity and potential of educational knowledge brokering processes, advocating for further theoretical and empirical investigation, particularly into the ethical dimensions and evaluation of knowledge brokering practices. The work also demonstrates that innovative methods such as art-based inquiry and knowledge brokering research clinics offer valuable perspectives for understanding and potentially improving knowledge brokering in education. This work makes a substantial contribution to the field of educational knowledge brokering by exploring important tensions, boundaries and dilemmas in the work of knowledge brokers, suggesting the need for better conceptualisation of their activities, including training, support and accountability.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2025

Author dc:creator

• Rycroft-Smith, Lucy

Advisor dc:contributor.advisor

• Alderton, Juliet

• knowledge brokering
• knowledge mobilisation
• knowledge broker
• mathematics education
• evidence use
• arts-based
• creative methods

Licence

• https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/33acaabb-f870-47d6-b794-a775a59dec50/download
• https://creativecommons.org/licenses/by-nc/4.0/

Author Identifier

0000-0002-6058-0946

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/385290