Research is as diverse as the different contextual, paradigmatic, social, and ideological perspectives that inform it. Opinions, expectations, and approaches are at the same time ‘cultivated’ and ‘bound’ by their embeddedness in specific traditions/ cultures and current economic, social, political, and educational developments (Crossley, 2005, p. 315). This is also true for educational research, which is contextually limited by the paradigms of the surrounding culture and the research community. When looking at educational journals, it becomes apparent that the core paradigm of research is methodologically focused on quantitative empirical research. More disturbing voices, characterized by methodological and content directed alternatives such as qualitative or philosophical theoretically oriented research, post-colonial and multicultural approaches, remain in the periphery. This seems strange given the intimate interaction between culture and education.
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Coessens, K., Van Bendegem, J.P. (2008). Cultural Capital as Educational Capital—The Need For a Reflection on the Educationalisation of Cultural Taste. In: Smeyers, P., Depaepe, M. (eds) Educational Research: the Educationalization of Social Problems. Educational Research, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9724-9_6
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