Abstract
Strategies for conceptualising researching within the educational margins abound. One such strategy is to mobilise the notion of wicked problems, which help to understand manifestations of educational marginalisation as multicausal and multifaceted, and as defying simplified problem-solving and “one size fits all” approaches, focusing instead on the contextualised specificities attending the phenomenon, and on analysing the multiple and sometimes competing interactions among, and interests of, the stakeholders.
This chapter portrays selected possibilities and problems related to conceptualising educational marginalisation as wicked problems. A selective account of the defining features of wicked problems is followed by examples of this concept being deployed to investigate such marginalisation, while acknowledging the constraints associated with this deployment.
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Mulligan, D.L., Danaher, P.A. (2020). The Wicked Problems of Researching Within the Educational Margins: Some Possibilities and Problems. In: Mulligan, D.L., Danaher, P.A. (eds) Researching Within the Educational Margins. Palgrave Studies in Education Research Methods. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-48845-1_2
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