Traditions of inquiry: Should we talk of different paradigms after all?

Abstract

Much educational research, particularly at PhD level, is premised on there being a deep division between qualitative and quantitative research. Indeed these are seen to follow from different and incompatible paradigms of what counts as truth and knowledge. This response to Alexander's chapter further questions the tenability of this dichotomy. There are different kinds of research, the methodology depending on the questions being asked.