This invited issue is dedicated to the life and scholarly work of John G. Richardson. Dr. Richardson is professor emeritus at Western Washington University and the associate editor of the Journal of Educational Controversy since its beginning in 2006. He has conceptualized the theme for this issue and has written an introductory essay that places the invited articles within a conceptual framework that raises deeper questions about what it means to make claims to understand something.
As one of authors wrote about Dr. Richardson’s legacy, “In the 21st century changes are occurring so rapidly that the educational field barely has time to process what has already come down the pike, let alone what is coming. It takes a scholar of courage, with both historical awareness and foresight, to raise important, salient and far-reaching questions about what has come, is on the horizon and might be on the way. This is especially the case in an academic context that appears to be narrowing in its toleration for asking difficult questions and generating meaningful dialogue around them.”
We hope that this issue will initiate a wide discussion around some pivotal and fundamental questions about the ways we conduct the research that shapes our understanding of schooling in America.
The controversy addressed in the issue is: