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Educational researchers and practitioners are frequently asking questions about how better to understand educational theory and practice. Through the years, they have employed a variety of both quantitative and qualitative methods to elucidate the world of education. In this article, the author explores the epistemological legitimacy of metaphor analysis as a viable means for qualitative educational inquiry. In so doing, he explores the concepts of the theory of abduction, educational research and social constructivism, categories of metaphors, and metaphorical analysis in educational research. In addition, a review of the literature on educational research that uses metaphor analysis as the primary methodology revealed five major themes.
Devon Jensen (Wed,) studied this question.