Multiple enactments of educational research

The article addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of 'useful knowledge'. The article illustrates the conceptual, instrumental and legitimative relevance of knowledge and highlights empirically the need to develop detailed descriptions of the local constructions of educational research to understand the non-linear dynamics and the multiple enactments of relevant/useful networks of educational research.