Coda

Abstract

Exploring educational landscapes is certainly a demanding task, especially as contemporary landscapes do not remain static. Important sites can always escape the researcher’s attention, and it is also possible that he/she may fail at the end to get a comprehensive view of the complex setting. Inquiry is after all a selective process, in the sense that the researcher is prepared to focus on specific aspects only and to employ methods of inquiry of his/her personal choice. Edmund King has long ago made this clear: “We see what we have learned to see. We bring all our history, our personality, our present emotions, and our required intellectual equipment to everything we look at” (King 1976: 15). Consequently, the only safeguard against subjective perceptions and unilateral conclusions is to compel ourselves, as King cautions “to take note of others’ ideas, and compare notes for truer and more objective analysis” (King 1976: 15).