Editorial: Why affirmative critique?


  • Karin Gunnarsson
  • Riikka Hohti




We begin this special issue by relating to two affective events situated in academia and education. These moments, and many similar, have stayed with us and kept us thinking about what kind of research we want to advance. These moments are laden with ambivalence. On the one hand, there was the joy of learning about power: being able to distract what was “behind” the everyday practices we had grown used to. After all, it was our uncompromised responsibility as researchers to uncover processes of oppression and discrimination. On the other hand, there were disturbing feelings as this kind of critical research seemed to drive both research subjects and researcher into positions that failed to connect: positions that did not facilitate dialogue or the creation of something different. For us, the main question arising was: how might we investigate pressing problems such as racial or gender discrimination while fostering the opportunity to make a difference? How can we raise these issues while at the same time creating possibilities for movement and change?


How to Cite

Gunnarsson, K., & Hohti, R. (2018). Editorial: Why affirmative critique?. Reconceptualizing Educational Research Methodology, 9(1). https://doi.org/10.7577/rerm.2697