Affiliation:
1. University of Georgia, Language Education Department, 125 Aderhold Hall, Athens, GA 30602;
Her research agenda is grounded in poststructural theories of language and focuses on three related and overlapping areas: language and literacy studies, poststructural feminism, and qualitative research methodology. Specific projects are the construction of subjectivity in older women, the reading practices of adult expert readers, literacy practices in adult women’s book clubs, and the critique of conventional...
Abstract
The National Research Council report Scientific Research in Educationclaims to present an inclusive view of science as it responds to federal government attempts to legislate educational research. This author argues, however, that the report in fact narrowly defines scienceas positivism and methodologyas quantitative. These definitions are made possible by the outright rejection of postmodernism and the rejection by omission of other theories including queer, feminist, race, postcolonial, critical, and poststructural theories. The chief issue in this report is, in fact, not “science” but the larger issue of epistemology, from which methodologies like conventional science emerge. After using postmodern analyses to illustrate the danger of the report’s normalizing and totalizing discourse, this author urges researchers to be on guard against those who would reject diverse epistemologies and methodologies in educational research
Publisher
American Educational Research Association (AERA)
Cited by
77 articles.
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1. Reading for post qualitative inquiry;International Journal of Qualitative Studies in Education;2024-04-14
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4. Creative Methods for Creativity Research(ers)? Speculations;Review of Research in Education;2022-03
5. The Rise and Fall of Evidence-Based Research;The Palgrave Handbook of Educational Leadership and Management Discourse;2022