Abstract

Baez and Boyle provide evidence that educational research is inherently political and shapes how we look at the world, what research questions we ask, and what counts as a valid answer. They show how those who hold powerful governmental and academic positions advocate for and limit funding to research that is positivistic and elevates the natural sciences above all other forms of science. Such an approach not only marginalizes other forms of science but also slights ethical questions of good and right action. Moreover, this narrow view of science guides what research the government, foundations, and corporations fund, what academic journals are held up as most prestigious, which research is published, and what ..