In this article, I argue that Harvey Siegel correctly points out the limitations of epistemic diversity in educational research. Building from Siegel's analysis, I argue that we need to move away from the language of epistemic diversity and to the language of epistemic injustice. Epistemic injustice allows us to do the work that epistemic…

The author argues that the role of a public intellectual involves a science of knowing as well as the knowledge gained by a researcher's work and life. Including both, the intellectual moves beyond educational organizations and finds ways to become more involved not only with larger issues of public policy but also with those with whom he or…

The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography's capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting…

The dialogue re-presented in this article is intended to foster mutual engagement--and opportunity for learning--across different perspectives on research within the education research community. Participants in the dialogue each addressed the following questions: (1) What are the touchstones by which you judge quality or rigor in education…

This article explores epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. The authors argue that efforts should be made to make the research process, epistemologies, values, methodological decision points, and argumentative logic open,…

This article presents a counternarrative informed by personal, critical, and qualitative perspectives, written in response to articles on effective classroom literacy instruction for improved academic performance published in March 2009 in "Educational Researcher." Classroom literacy instruction is a complex undertaking that must include…

Narrative research has become part of the landscape of education inquiry, yet its theory and practice are still debated and evolving. This article addresses the construction of narratives using literary elements common to nonfiction and fiction writings. The authors discuss these elements and use four narratives to illustrate them. They address…

In this comment article on Coulter and Smith (2009), the authors raise concerns that focusing exclusively on issues of representation may lead readers to misunderstandings about narrative research. The authors argue that narrative ways of thinking about the phenomena under study are interwoven with narrative research methodologies. Drawing on…

Research in education and the training of education researchers are often said to require attention to "epistemological diversity": Researchers ought to be familiar with different ways of knowing and diverse epistemological perspectives. But the notion is unclear. What is "epistemological diversity"? What exactly is "epistemological" about it?…

In this article, three theoretical perspectives are used to extend Bulterman-Bos's (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle--"episteme," "techne," and "phronesis"--are related to the requirements of the "pure" education researcher, the skilled practitioner, and…

This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized…

Considers Aristotelian and Galilean views of the relationship between theory and empirical research, and argues that current models in research on teaching are Aristotelian in overly emphasizing the empirical and methodological branches of research programs to the detriment of the theoretical and conceptual. (SLD)

Argues that ignorance is a better criterion than truth for determining the usefulness of knowledge generated through educational research. Implications for conceptualizing and teaching research are discussed, illustrating how attention to ignorance can increase understanding in areas such as practitioner research and cooperative research. (SLD)

Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a "designed experience." Players'…