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This introductory paper discusses the methodological and political significance of the processes of gendering in conducting qualitative research on gender and education. It stresses the need to reject epistemological innocence and to be critically reflexive about gendering across all stages of the research process. The significant influence of the feminist legacy in educational research is acknowledged as a basis for the specific critical framing and focus on gendering in the conduct of gender research as it is explicated in this special edition. A primary concern with how various gendered positionalities and spatio-temporalities affect relations in the research field is identified as a thematic focus and emphasis across all manuscripts included in the special edition.


Institute for Learning Sciences and Teacher Education

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Journal Article

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