Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X and Ralls, Deborah (2025) Relational Research as Disruptive Practice: the Need for Democratic Methodologies in an Era of Democratic Fragility. Research in Education, 121 (2). pp. 125-142.

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Abstract

In this editorial, we argue for the urgent need for democratic methodologies in education research in a time of global upheaval, increasing populism, and authoritarianism. We outline how neoliberalism has narrowed pluralism, education, and in turn democracy, proposing that research that is relational and disruptive in nature can counter this trend, and develop democracy, whether in the micro, meso, or macro. Moreover, we believe that democratic methodologies are about ‘more than research’. They are necessarily political, offering research methods that can support the growing global call for new approaches to socioeconomic policymaking and practices that reject the promotion of narrow, individualistic capitalist concerns and are instead based on unifying collaborative, relational values that are, we argue, vital in an increasingly divided world. After establishing our case for democratic methodologies, we explore the articles that are contained in this Special Issue. Presenting innovative international research perspectives, the collection explores how research methodologies can actively further democratic principles. The articles represent an intersectional approach, addressing critical social issues including disability research, decolonization, LGBTQIA+ resistance, youth climate engagement, and educational participation. By highlighting diverse research experiences, this editorial demonstrates how research methodologies can serve as a powerful mechanism for furthering democracy, even amid a progressively divisive political landscape.

Item Type:	Article
Status:	Published
DOI:	10.1177/00345237251355763
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/12117

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