Dialectic dialogue: reflections on adopting a dialectic stance

Stephanie Cronenberg, Marcia Gail Headley

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


A multiplicity of perspectives and methods are necessary to investigate the complexities of human development and educational institutions. However, many would-be MM researchers still have questions about how to conceptualize and conduct MM research. Taking a dialectic stance, or mixing research approaches to suit the demands of a research problem, is one way to integrate multiple perspectives from conception to conclusions in a MM research study. In this spirit, we engage in a meta-dialogue focused on our use of the dialectic stance in our dissertations. Using an autoethnographic approach we now call ‘dialectic dialogue’, we analytically and reflectively reexamine our respective research processes to investigate, individually and collaboratively, how taking a dialectic stance influenced the paradigms, methodologies, and methods of our MM dissertations. Three verbal and artistic metaphors for our experience emerged from our discussion: feeling boxed in, getting lucky, and radical commitment. Each metaphor is discussed from our individual and shared perspectives. Our goal is to open our dialogue to a field-wide conversation about the dialectic stance; thus, we conclude with questions for the MM field to consider. This article will be of particular interest to newcomers to the field of MM and their mentors.

Original languageEnglish (US)
Pages (from-to)267-287
Number of pages21
JournalInternational Journal of Research and Method in Education
Issue number3
StatePublished - May 27 2019

All Science Journal Classification (ASJC) codes

  • Education


  • Dialectic stance
  • math education
  • mixed methods
  • music education


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