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previous section: "f. The Concept of Humanities-Oriented Standards"

g. Controversy Within Humanities-Oriented Research


Controversy is inherent in the kinds of broad, value-laden questions humanities-oriented researchers ask, to which answers are typically uncertain and provisional. Adding to the potential for controversy, humanities-oriented research in education frequently opens to critique, explicit or implied, the larger social, cultural, economic, and political contexts in which educational institutions and practices are embedded. “Critical” traditions in curriculum theory are illustrative of this role, as are “revisionist” history and “poststructuralist” analysis of educational policies and practices. Controversy in interpretation and understanding of education phenomena is a permanent feature of the dynamic scholarly conversations in which humanities-oriented researchers engage.


next section: "h. Reflexive Educational Research"

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