Abstract
Research in education and the training of educational researchers are often said to require attention to epistemological diversity; that is, 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? And why is it important for educational 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.
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