Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure

Abstract

An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.