Reflexivity for Restorying the Ontological and Epistemological Truths in Qualitative Research




philosophy, praxis, antiracism, critical inquiry, transformative learning


This article serves to contextualize and problematize reflexivity as a construct for restorying the truths told by doctoral students in qualitative dissertation research. First, it gives an overview of Webster University’s EdD program and its inception of requiring qualitative research coursework for contextualizing the importance of qualitative framing in doctoral research. Then, the authors review and examine the definitions of reflexivity as a construct in qualitative research, the logic-of-inquiry required in dissertation research, the connections of reflexivity to the program ethos, global perspectives on worldview and knowledge construction, and the reframing of ontological and epistemological truths in the literature. The EdD Director and five doctoral candidates recount their positionality and intersectionality and contest the status quo framings of worldview and knowledge construction in educational research. Their resistance to the traditional ontological and epistemological truths and advocacy for restorying via reflexivity is a manifestation of their dedication to transforming the status quo ontology and epistemology in educational research.


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How to Cite

Lee-Johnson, Y. L., Fair, K., O’Connor, K., Rodney, T., Ono, J., & Dixon, T. (2023). Reflexivity for Restorying the Ontological and Epistemological Truths in Qualitative Research. Impacting Education: Journal on Transforming Professional Practice, 8(4), 43–49.



Themed-Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners