Chapter 12: The Identity of the Responsible Researcher in Education

This chapter proposes a reflection onf the identity of the responsible researcher in education, as considered through the prism of the responsible research and innovation (RRI) framework. In a context in which new ways of governing and conducting research are sought to ensure more respectful, democratic, and impactful outputs in terms of societal well-being and progress, the core idea of the RRI framework is to open up research and innovation to a broader range of societal actors. While this framework represents a fruitful avenue by which to promote a performative dialogue among educational researchers, societal actors and stakeholders, we highlight specific barriers that arise in the full enactment of RRI among educational researchers. Drawing upon the Dialogical Self Theory, we examine the identity challenges that the RRI framework may pose for educational researchers. Then, we provide a guide to foster a “responsive dialogue” among researchers, social actors and stakeholders