Document Type

Article

Publication Date

2012

Abstract

Almost 10 years ago, in Working Method (2004), we argued for a critical theory of method for educational studies, which would analyze lives in the context of history, structure, and institutions, across the power lines of privilege and marginalization.

Comments

This is the authors' final manuscript draft of an article originally published in Harvard Educational Review, https://doi.org/10.17763/haer.82.2.v1jx34n441532242

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