ABSTRACT
Exploring work by education action researchers, sociologists, and scholars in writing and literacy, this chapter problematizes the sanitized research tradition in which authors are discouraged from discussing challenges in their work. We argue that this poses problems for new and emerging researchers who come across challenges and interruptions and lack the experience or knowledge to overcome them and, further, experience destructive feelings of deviance and self-doubt. We conclude this chapter by detailing the development of this collection, its structure, and the chapters within.
