Qualitative Inquiry in an Age of Educationalese

Main Article Content

Abstract

In this introduction we reflect on two key questions that initiated this special issue on qualitative inquiry: What can qualitative researchers do to regain their post-paradigm-wars cache? How do we avoid distracting “science wars” in the future? We suggest that the strong tendency to narrow the research methods accepted as “scientific” – because they adopt quantitative perspectives and are presumed a priori to be more rigorous – has created an educationalese, a narrative of rigid categories that has not necessarily contributed to more effective or persuasive educational research. The article ends by suggesting that the use of “knowledge mobilization” strategies would help to strengthen qualitative research and educational research in general.

Downloads

Download data is not yet available.

Article Details

How to Cite
Fischman, G. E., & Tefera, A. (2014). Qualitative Inquiry in an Age of Educationalese. Education Policy Analysis Archives, 22, 7. https://doi.org/10.14507/epaa.v22n7.2014
Section
Qualitative Inquiry
Author Biographies

Gustavo Enrique Fischman, Professor of Educational Policy Arizona State University

Dr. Fischman is Professor in educational policy and director of edXchange the knowledge mobilization initiative at the Mary Lou Fulton Teachers College, Arizona State University. His areas of specialization are comparative education and critical policy and gender studies in education. Dr. Fischman has published extensively and presented in numerous national and international conferences, and has been a visiting scholar in numerous graduate programs in Europe and Latin America. In 2013 has been elected fellow of the International Academy of Education. He serves in numerous editorial boards, and is also the lead editor of Education Policy Analysis Archives and co-editor of Education Review/Reseñas Educativas.

Adai Tefera, Post-doctoral Researcher Arizona State University

Adai Tefera is a post-doctoral researcher with edXchange at Arizona State University's Mary Lou Fulton Teachers College. Her research focuses on issues of education equity, particularly the consequences of education policies on culturally and linguistically diverse students. She also focuses on how to bridge education research, policy and practice through knowledge mobilization.