Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice.