Description: Disrupting Education offers an exemplar of in-disciplinary, post-qualitative methodology 'in action'- reworking the inherent scientism that haunts qualitative methodologies.
Brief description: Stephen Heimans studies equity, equality, knowledge, exploring the purposes and practices of education in collaboration with policymakers, education institutions and communities. He has published in leading education journals; Journal of Education Policy, Discourse Studies in the Cultural Politics of Education, and the US-based Educational Policy.