A perspective on established debates within educational research. Is an alternative ontological foundation available? more

This paper is written from the perspective of a brand new entrant to the arena of educational research and examines some first impressions of the domain, from a personal viewpoint. It argues that whilst educational research is a vibrant arena of dissent and that this is a sign of health, there is much about educational research as presently conceptualized that is ontologically misguided. This belief is shown to be the product of an emphasis on a poststructuralist/postmodern openness that sees education as a progressive practice of democratic self-determination. The particular characterization of progressive education discussed is one that privileges 'inner' understandings of Self as significant for child-centered educational practice, refuting the present hegemony of positivist/quantitative educational models and the concomitant educational research that this creates and requires, which it is suggested serves adults and not children.