Morphologies of inquiry: the uses and spaces of paradigm proliferation1

This paper examines paradigm proliferation in the context of ongoing efforts by the federal government in the US to regulate academic research. It argues that these efforts amount to an attempt to reposition and de‐center universities as sites of knowledge production, not just about education but across domains. The paper examines this politics as a struggle over the geographies of knowledge‐constitutive networks. It examines the morphology entailed by state methodologies, and sketches alternatives being developed in educational inquiry.