ABSTRACT
This chapter is designed to trouble the linear rationality and the cause and effect reasoning of the kinds of 'march of progress' theories proposed by Georg Friedrich Hegel and others. It explores students and readers in general are encouraged to use David Tripp's idea of 'critical incidents' to encourage them to see that what is 'critical' is more likely to be made than discovered or found. Following the views of Michel Foucault the philosophical approach of this chapter argues that conventional and established forms of education research practice can potentially be seen as discursive constructions of reality. Taking a lead from T. Nagel, who ironically titled one of his books The View from Nowhere, this chapter proposes approaches to education research that acknowledge their positionality and that, in so doing, offer views from somewhere that exists as a representation responsible for opening up spaces for further reflexive research and inquiry.
