Disrupting Fa ades of Clarity in the Teaching and Learning of Qualitative Research

In this article we examine two methodological fa ades of clarity that commonly shroud critical qualitative educational inquiry. More specifically, we interrogate discussions of reflexivity and positionality and explore the ways in which methodology curricula and instructional practices perpetuate fa ades of clarity, or a false sense of coherence, ultimately undermining the transformative potential of critical educational research. We identify specific pedagogical opportunities, spaces, and strategies for dismantling these fa ades and offer ways to reconstruct methodological practices congruent with the emancipatory and empowering aims of critical scholarship.