Epistemological Diversity and Education Research: Much Ado About Nothing Much?

Harvey Siegel

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)3-12
Number of pages10
JournalEducational Researcher
Issue number2
StatePublished - Mar 2006

ASJC Scopus subject areas

  • Education


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