Reflexivity for What? A Response to Gewirtz and Cribb on the Role of Values in the Sociology of Education

This article is a reply to Gewirtz and Cribb's argument for ethical reflexivity, presented in a previous issue of this journal. These authors compared their views with mine, suggesting a way in which the differences between our positions could be overcome. I argue that, while there is certainly substantial agreement, there are also some fundamental differences between us, notably about the goal of research. Indeed, in my view, what they recommend involves a greatly increased danger of bias and a version of scientism. At issue here is, in large part, the "kind" of ethical reflexivity that is appropriate in sociological work. (Contains 8 notes.)