ABSTRACT
It makes sense to begin with some introductory remarks about what this book is, and, of course, what it is not. We are clear that this is a book about research, and about the practices of research and researching in education. However, it would be right to ask if yet another text in this particular field is needed. Indeed, there are multiple texts that currently address these practices, many of which focus on specific age phases – for example, researching with very young children – or on how to research in particular contexts such as higher education. These tend to be written as textbooks, or handbooks; they are structured guides to support teachers and practitioners, postgraduate students, or new and early career researchers, to plan and implement research projects in the field of education. They are the kinds of texts that tend to be found on the reading lists of postgraduate research methods modules in universities.
