It can be very tempting [for the
beginning researcher] to draw a neat line and ‘position’ oneself on one side of
the debate, with all the implications that the positioning may have for the
process and purposes of research and for the way the researcher’s identity is
defined. But this neat positioning, especially when it happens very early in
the process of becoming an educational researcher, carries the risk of
foreclosing creative opportunities for research and of freezing identities into
an artificial landscape of paradigmatic and disciplinary crevasses. In many
cases, coherence and depth of thought, coupled with a degree of irreverence,
may enable more fulfilling research experiences and more interesting
contributions to research conversations than strict and deferential
paradigmatic loyalty. (Punch and Oancea, 2014)
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