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This paper presents the findings of a systematic scoping review spanning 30 years (1990–2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand‐searching. We located 114 peer‐reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; ‘what works’ agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non‐traditional academics; second‐career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well‐being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under‐represented or non‐traditional groups (i.e., women, ethnic minority, working‐class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political‐economic‐educational contexts. The findings have relevance to education researchers and policy‐makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia).

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Resumen Este trabajo es el resultado de discusiones realizadas en una Comunidad de Práctica para Terapeutas Ocupacionales Latinoamericanos y del Caribe que trabajan con la Educación (TOE Latinoamérica). TOE Latinoamérica surge con el fin de fortalecer el trabajo colectivo de los terapeutas ocupacionales en el campo de la educación dentro de las especificidades de las organizaciones sociales latinoamericanas. Por tanto, aquí venimos a compartir un poco de este camino, presentando tres tópicos en este ensayo: primero, ponemos las razones concretas de nuestra existencia, como trabajamos y cuáles son en realidad las propuestas del grupo; luego, traemos un debate central sobre el derecho a la educación y los problemas históricos que involucran a América Latina y sus poblaciones, así como identificar el rol y significancia del Terapeuta Ocupacional en el acceso a condiciones de igualdad en educación; finalmente, nos parece pertinente señalar el surgimiento del debate actual que involucra a la pandemia COVID-19 y sus impactos en la vida de individuos y poblaciones, que interfiere directamente en la educación, para decir una vez más sobre nuestra tarea terapéutica-ocupacional ante esto.

This paper results from discussions carried out in a Community of Practice of Occupational Therapists from Latin America and the Caribbean who work with Education (TOE Latin America). TOE Latin America arises to strengthen the collective work of occupational therapists in the field of education within the specificities of Latin American social organizations. Therefore, here we come to share a little of this path, presenting three themes in this essay: First, we describe the concrete reasons for our existence, how we work and what the group's proposals really are; Then, we bring a central debate on the right to education and the historical problems that involve Latin America and its populations, as well as identifying the role and importance of the Occupational Therapist in access to equal conditions in education; Finally, it seems relevant to point out the emergence of the current debate that involves the COVID-19 pandemic and its impacts on the lives of individuals and populations, which directly interferes with education, to say once again about our therapeutic-occupational task facing this.