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

Autor/in	Siegel, Harvey
Titel	Epistemological Diversity and Education Research: Much Ado about Nothing Much?
Quelle	In: Educational Researcher, 35 (2006) 2, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Stellungnahme; Educational Research; Educational Researchers; Epistemology; Cultural Differences + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Erkenntnistheorie; Kultureller Unterschied
Abstract	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. (Contains 16 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10