Abstract
In this article I argue that ignorance is a better criterion than truth for determining the usefulness of knowledge generated through different forms of educational research. This argument has implications for how we conceptualize educational research, how we teach it, and how we frame and support relationships between researchers and their subjects. The argument draws on a distinction between "blind spots" and "blank spots," and it is supported by examples drawn from the literature of educational research. The argument and examples illustrate how greater attention to the ignorance of researchers and subjects can increase our understanding of different disciplinary and organizational models of educational research, including configurations of "practitioner research" and "cooperative research."
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
