TY - JOUR
T1 - Epistemological Diversity and Education Research
T2 - Much Ado About Nothing Much?
AU - Siegel, Harvey
PY - 2006/3
Y1 - 2006/3
N2 - 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? Why is it important for education researchers to be knowledgeable about it? In addressing these questions, I will argue that the call for epistemological diversity is not, where justified, as radical or significant as it is often taken to be; and that, where it is radical or significant, it is not justified.
AB - 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? Why is it important for education researchers to be knowledgeable about it? In addressing these questions, I will argue that the call for epistemological diversity is not, where justified, as radical or significant as it is often taken to be; and that, where it is radical or significant, it is not justified.
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U2 - 10.3102/0013189X035002003
DO - 10.3102/0013189X035002003
M3 - Article
AN - SCOPUS:84993735989
VL - 35
SP - 3
EP - 12
JO - Educational Researcher
JF - Educational Researcher
SN - 0013-189X
IS - 2
ER -