Issues with evidence in constructivist/interpretivist educational research

Abstract

Concerns with evidence in research are neither new nor circumscribed by discipline (Chandler, Davidson, & Harootunian, 1994). But as Denzin and Giardina (2006, 2008) have argued, what counts as “fact”, “truth”, “evidence”, and how social science research is judged is entangled in a political agenda that overvalues objectivism and the scientific method.