This book draws on and pulls together two qualitative projects on higher education pedagogies, both of which were framed by ‘pedagogical methodology’. This chapter describes the framework of ‘pedagogical methodology’ (PM), which aims to cultivate spaces of praxis and critical refl exivity for ‘research that makes a difference’. After setting out the two research projects, we will then briefl y discuss and critique the concept of ‘research that makes a difference’ within the current research climate, as well as the problematic process of translating research and theory to practice (Clegg, Stevenson and Burke, 2016). The chapter will focus on exploring PM in depth as a way of creating counter-hegemonic spaces in higher education for social justice pedagogies of and for difference.