This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations.

Tara Fenwick is Professor of Education at the School of Education, University of Stirling in Scotland.

Lesley Farrell is Professor and Associate Dean of Research and Development in the Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia.

Introduction: Knowledge mobilization: The new research imperative Part 1: Considering the Issues and Players 1. Theory, Research and Practice in Mobilizing Research Knowledge in Education 2. Exploring Strategies for Impact: Riding the Wave with the TLRP 3. 'User Engagement' and the Processes of Educational Research Part 2: Politics in Knowledge Flows: Research Meets Policy 4. Affairs of the Smart: How Researchers and Decision-makers Became Bedfellows in Education 5. Knowledge Stocks and Flows: Research Meets Policy 6. Art, Community and Knowledge Flows 7. Fighting for the Role of the Nation State in Knowledge Mobilisation and Educational Research: An Autoethnography of a Mobile Vietnamese Scholar Part 3: Languages and Enactments of Knowledge Mobilization 8. Finding Common Perspectives: Knowledge Mobilization in a Transnational Museum Project 9. Bridging Journalistic-Academic Divides to Promote Democratic Dialogue and Debate 10. Ethics and Experimennts with Art in Mobilizing Educational Research 11. Balancing Knowledge Management and Knowledge Mobility in the University Part 4: Responsibilities and Rights in Mobilizing Knowledge 12. Regulating Knowledge in the Global Knowledge Economy 13. Scholarly Publishing, Knowledge Mobility and Internationalisation of Chinese Universities 14. Explicating a Shared Truth about a Colonial Past: Knowledge Mobilization, Coalition Building, Aboriginal Literature and Pedagogy 15. Deparochializing Educational Research; Three Critical Illustrative Narratives