Abstract
The sciences of education in Europe are situated in between national, European and international spaces, challenged by Europeanisation processes and European research policy. The author takes up the debates at European Conferences on Educational Research (ECERs) on the formation of a ‘European educational research space’ by academic actors versus the foundation of a ‘European (Educational) Research Area’ by European Union (EU) policy. This report provides results of the author's investigation of the ‘Europeanness' of the European Educational Research Association (EERA) and ECER, thereby sketching an exemplary picture of the current state of the sciences of education in Europe, indicating tendencies over the last few years, while analysing the European dimension of EERA and ECER. The representation of educational scientists from a variety of (not only) European countries points to three problematic issues: the dominance of EU member states, especially of the United Kingdom; the tendency towards marginalisation of European non-member states; and a clearly biased ‘European educational research space’.