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Research assessment is now an international trend. This article mobilises a critical policy sociology informed by Bourdieu to unpack the differential effects of research policy shifts in Australia on universities, academics and the field of educational research. It argues in anticipating policy moves - from surveying the logics of practice that have emerged elsewhere from research assessment - that institutional, individual and field responses, while specific to the Australian policy context and mix, have assumed a logic of practice counter productive to "quality" research, education as a field, and equity.

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the 'usefulness' of educational research and the role of universities and university-based research in education in new knowledge economies.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of illustrations -- List of contributors -- Introduction: rethinking Languages education: dismantling instrumentalist agendas -- PART 1: Directions -- 1. "Curses in TESOL": postcolonial desires for colonial English -- 2. Post-monolingual critical thinking: transforming multilingual learning through problem-posing education -- 3. Towards innovative English language teaching: multilingualism and the re-conceptualisation of the Chinese/Western binary -- 4. Translanguaging across time, space and generations: Ndjébbana Djérwarra share 42 stories in 20 minutes -- 5. Interrogating the 'normal': (Noticing) discourses of legitimacy, identity and difference in Languages education -- PART 2: Challenges -- 6. 'Can we talk about this?' Power, ideology and sensitive topics in an Iranian EAL setting -- 7. The complexity of Vietnamese English-language learners' motivation -- 8. Heterogeneity in foreign-language learning in Germany: developments and challenges -- 9. Geopolitics and trilingual media of instruction in post-conflict Sri Lanka -- PART 3: Innovations -- 10. Defining bilingualism, multilingualism and plurilingualism in education: innovations in teaching for diversity in mainstream classrooms -- 11. New opportunities for languages learning through twenty-first-century knowledge-building communities -- 12. Demystifying 'Grammar': towards a more language-aware teaching workforce -- 13. Teaching languages from an intercultural perspective: rethinking the nature of learning -- Index.