Epistemological diversity and education research: Much ado about nothing much?

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

This chapter is reprinted from the article with the same title in Educational Researcher 35(2):3-12, (2006). 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? Why is it important for education researchers to be knowledgeable about it? In addressing these questions, Siegel argues 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. Harvey Siegel, Educational Researcher, Vol. 35, No. 2, pp. 3-12, copyright

Original languageEnglish (US)
Title of host publicationEducation, Culture and Epistemological Diversity
Subtitle of host publicationMapping a Disputed Terrain
PublisherSpringer Netherlands
Pages65-84
Number of pages20
ISBN (Electronic)9789400720664
ISBN (Print)9789400720657
DOIs
StatePublished - Jan 1 2012

ASJC Scopus subject areas

  • Social Sciences(all)

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    Siegel, H. (2012). Epistemological diversity and education research: Much ado about nothing much? In Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (pp. 65-84). Springer Netherlands. https://doi.org/10.1007/978-94-007-2066-4_4