Reading: the long preparation for inquiry
Abstrak
Abstract This introduction to the special issue titled, “Reading: The Long Preparation for Inquiry,” asks why reading has not been as prominent as writing in educational and social science research. The authors suggest reading may not seem as empirical as writing and so has been assigned fairly limited roles in the research process—reading for the literature review at the beginning of a research project and reading to review research reports at the end. Reading, especially reading philosophy, which the authors encourage, can be considered speculative and ephemeral and bound more to the rational than the empirical side of the rational/empirical binary that structures empirical research’s epistemological goals. Also, it can be difficult to control reading—who knows what a reader might read? The authors recommend that researchers commit to reading as a necessary, lengthy preparation for scholarship and research.
Penulis (2)
E. S. St. Pierre
Elliott Kuecker
Akses Cepat
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Cek di sumber asli →- Tahun Terbit
- 2023
- Bahasa
- en
- Total Sitasi
- 4×
- Sumber Database
- Semantic Scholar
- DOI
- 10.1080/09518398.2023.2264244
- Akses
- Open Access ✓