Abstract

As a field of study educational administration has a reputation for talking past one another. In this paper, I endeavour to pick up on some matters raised across the special issue with the explicit intent of advancing the relational research program. Due to the limitations on article length, but also the depth of some of the queries raised, I am unable to attend to all matters raised. I will be thinking through all matters and these will be presented in other forums. For this paper, my attention is limited to: the intellectual project – or social epistemology – that generated this special issue, the notion of productive theorizing, matters of context, what is a relation, and the audience or audiences of educational administration scholarship.