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

  • Harvey Siegel
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 2)

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.

Keywords

Education Research Future Researcher Educational Researcher Graduate Education Education Researcher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Harvey Siegel
    • 1
  1. 1.Department of PhilosophyUniversity of MiamiCoral GablesUSA

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