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In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and revision this divide. These teachers overwhelmingly dismissed academic research on the grounds that it is not practical, contextual, credible, or accessible. Using these challenges as a starting point, we examine the way relations of power, particularly in terms of discursive and material conditions, bind the views and practices of both teachers and academics. This analysis suggests that the education of teachers is a crucial site for restructuring the relationship between teachers and academics.
Gore et al. (Sun,) studied this question.