Abstract
This essay addresses the topic of the state of qualitative research in education by asserting that qualitative research in education is in quite a state. Drawing heavily on Denzin and Lincoln’s periodization of qualitative research as a guide, it outlines the various competing developments from within and outside that are vying to characterize the current moment and illustrates the difficulty of pinpointing the moment. Arguing for a conception of overlapping moments rather than a neat historical progression, the essay posits that the current period is simultaneously one of overt politicization, epistemological and paradigmatic proliferation, post‐posts (post‐postmodernism, post‐poststructuralism, post‐experimentation) and a new post (postcolonialism), as well as a new or renewed paradigm war. The conclusion drawn is that the current/next moment in qualitative research in education is one of methodological contestation, one that demands either complicity with or resistance to the government‐sanctioned resurgence of the hegemony of positivism.
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