This paper discusses my attempts to conduct postmodern Foucauldian doctoral research into academic writing and writing development practices in higher education as a research-practitioner, whilst continuing to satisfy the conventions of academic writing and scholarship. In particular I want to share some of the dilemmas that I have encountered as part of my research. These dilemmas relate to many contemporary issues circulating in educational research; not least the validity, reliability, purpose and value of qualitative educational research and the role of the educational researcher/practitioner. I not only analyse and critique the practices around academic writing and writing development in higher education using a qualitative research paradigm, but also analyse and critique the values and assumptions which underpin the qualitative research itself. As such I have been engaged in an overt but necessary struggle with a plethora of contextual and personal factors whichare experienced, but not always acknowledged, in any educational research project.
‘ There are more questions than answers and the more I find out, the less I know’: dilemmas in qualitative educational research
French, M. (2012) ‘ There are more questions than answers and the more I find out, the less I know’: dilemmas in qualitative educational research. Educationalfutures, [online] Vol. 4(3). Available at: https://educationstudies.org.uk/?p=592 [Accessed 19 Oct, 2019].