Researching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together.

The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.

Researching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together.

The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.

Researching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together.

The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.

Researching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together.

The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.