For goodness sake! Postlogographically de-(dis)positioning education research

How are education researchers and their research now positioned? Where are education research and researchers now positioned in the public/private debate? What is the position of practitioner research in these circumstances? My paper introduces 'post logography' as a researching trope for perturbing structuralist analytic methods towards interpreting post structuralising complexities that challenge the 'positioning' of education/research/researchers. <br /><br />I discuss interpreting researching with and in (with-in) educating as intertwining ways, for turning the analytical objectivity that 'positions' subjective 'facts' as essentialised 'goods', towards exploring generative states of 'goodness'.<br /><br />Education and its research are typically cast as separate constructs (like teaching and outcomes) for defining the subjectification of educational objects as valuable 'goods' - especially those with private economic value. <br /><br />I argue that researched educational 'goods' are mostly teaching and outcomes focussed, and mainly privately positioned, whereas researching with-in educating for 'goodness' concerns a public disposition of exploring-learning-generativity for social knowing-acting. <br /><br />I am theorising that through postlogographically de-positioning the predominance of 'facts' as private 'goods', and thereby recognising interpretive states concerning and generating 'goodness', the reductive polarisation of education/research, public/private, theorist/practitioner turns towards understanding complex continua for exploring-learning-generativity, which introduce new horizons of significance for social knowing-acting.<br />