Between Old and New: Cognitive Dissonance and the Politics of Research

  • Wincharles Coker


In what ways does academic dissonance influence the conduct of research? Or rather what does
it mean to convert from a research tradition that valorizes realism to one that emphasizes the
rhizomatic, the postmodern, the (inter)subjective? In this narrative, I critically reflect on the
challenges I encountered in transitioning as an academic from Ghana steeped in linguistics and
education with an avid emphasis on post/positivism to becoming a doctoral student of
interpretive inquiry as practiced in the humanities of an American university. The narrative
draws inspiration from a recent pilot study I conducted to explore interactional rituals used
among student editors of a college news bulletin. Based on a lessons-learnt approach, the paper
is a modest contribution to studies on the politics of research, the objectivity/subjectivity debate,
and research in cognitive dissonance.

How to Cite
COKER, Wincharles. Between Old and New: Cognitive Dissonance and the Politics of Research. Journal of Interdisciplinary Studies in Education, [S.l.], v. 3, n. 2, p. 76-90, may 2015. ISSN 2166-2681. Available at: <>. Date accessed: 22 jan. 2021.