If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections.

This special issue of the European Educational Research Journal collects articles from the sessions organised by the newly launched sociologies of education network (network 28) of the European Education Research Association (EERA) at the European Conference on Educational Research (ECER) held in 2012. Scholars who contributed to the sessions as presenters or commenters from the audience argued that there is a need to reconsider the methodologies, missions and the traditional themes of the sociology of education in an era when the institutions of education and learning practices are being profoundly reshaped by the processes of globalisation. A core part of this reflection is to expand sociological imagination and to think beyond fixed and nation-state bound categories in which sociology of education had traditionally understood education, policy and society. This issue collects articles that have, to lesser or greater extent, gained inspiration from the Latourian version of actor-network theory (ANT) and experiment with socio-material understanding of educational processes because they all argue that many newly emergent education policy and practice phenomena can be better grasped as a genuinely fluid, networked and mobile process. While the articles all engage with the idea of developing a mobile sociology of education, they altogether do not attempt to offer a homogeneous programme but rather invite the readers for discussion about renewing the sociological vocabulary and for reflection on the potentials of a new perspective sensitive of mobilities and assemblages. This special issue explores the theoretical and the methodological effects of the mobility turn in sociology of education. It emerges out of a collective work of a group of researchers of the European Educational Research Association's (EERA) network 28 (named 'Sociologies of Education') interested in renewing sociological discourse, and in particular, in proposing sociological views that may contribute or complement our understanding of the unfolding phenomena in education and society. Spaces of education in Europe and all over the world are being reshaped by complex transformations. These may be partly related to the dominance of the neo-liberal agenda and to the effects of the financial crisis, and partly to inherent changes either connected to the diffusion of the new technologies of information and communication, or to the repositioning of the nation state and its modernistic education project. It seems increasingly problematic to interpret the spaces of education and learning as enclosed, embedded, or bounded to such distinct categories as the statenation, society, region, school, classroom etc. because its core features are related to mobility and transnational educational (re)configurations: to border-crossings, assembling people, technologies, policies and objects. Instead of formal qualifications, informal strategies of learning and problemsolving are gaining value in the global labour market. The challenges of Europeanisation in education...

If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections.

ÖSSZEFOGLALÁSTanulmányunkban a 2018 tavaszán készült Fiatal kutatók Magyarországon című felmérés legfőbb eredményeit foglaljuk össze. A tudományos pálya választásában a fiatalok legfőbb motivációját a felfedezés izgalma és a tudományos elhivatottság jelenti. Ez a kezdeti lelkesedés azonban, mely a tevékenység jellegéből természetes módon fakad, és mindenfajta aktív tudománypolitikai stratégia nélkül is megjelenik, önmagában nem elegendő a kutatók hoszszú távú szakmai fejlődéséhez és magánéleti boldogulásához. Kérdőívünk válaszadói számos olyan problémára hívják fel a figyelmet, melyek azonnali kezelést igényelnek. A fiatalok tudományos pályán maradását elsősorban a személyes anyagi nehézségek, a kutatási források hiánya és a nem kiszámítható, nem tervezhető szakmai karrier nehezítik meg, leginkább tehát ezeken a területeken van szükség beavatkozásra ahhoz, hogy a hazai tudományos pálya vonzóvá váljon és az is maradjon a fiatalok számára. ABSTRACTThe paper presents the main results of the survey entitled Young Researchers in Hungary, carried out in the spring of 2018. Among young researchers, the main motivational factors behind choos ing a career in science are the excitement of discovery and a passion for science. However, without a concise science policy strategy this initial enthusiasm inherently arising from the nature of research activity is insufficient on its own to ensure long-term professional development and sustainable work-life balance. The respondents of our survey draw attention to numerous

This article looks at methodological issues arising from collecting data from policy makers. Interview episodes highlight how the processes of role-ascription and the negotiation of competences between the interviewee and the interviewer can be meaningful in terms of the analysis of ‘elite interviews’. In the interviews, the interactions reveal how the informant makes sense of the relation between research, knowledge and policy-making. In illustrating how the informant presents himself/herself as policy-maker and ascribes the role of the researcher, the data condense the efforts to bridge different cognitive worlds on both sides and help us understand the working of the institutional-organizational context within which the informant is embedded. This negotiation may be very complex indeed if the informant wishes to maintain a positioning as a researcher as well as a policy-maker, something that is increasingly common as evidence-informed policy-making brings research and policy into closer relationship. The article draws on the experiences of interviewing and data collection for the KnowandPol project, with attention to the politics of the specific context of Hungary. It concludes that context is highly significant in both negotiating and making sense of interviews with policy-makers. It highlights the specific circumstances of enquiry in post-Socialist regimes, where uncertainty about role and status is present on both sides. With the scientization of policy-making, policy-makers as commissioners of various analyses tend to understand themselves as competent readers of social sciences who are also conversant with social science discourse. This also shapes their expectations towards the interview situation and the way they want to present themselves.