| Abstract | This paper focuses on my experience as anonymous and open
reviewer for the journal EJOLTs to illuminate important
research processes. Setting myself in context, I select an
investigative (rather than descriptive) approach which I call my
‘archaeology of personal knowledge’ underpinning my values, a
metaphor allowing a selective stripping back of features of
interest to bedrock. This paper explores issues around
methodology in living-educational-theory articles within the
broad field of Living Educational Theory (LET) research. It links
LET research with broader qualitative research fields from
which individual living-educational-theory research projects can
be constructed. These ‘cousin’ fields include Phenomenology,
Experiential Reflection, Action Research, Critical Pedagogy,
(Auto)Ethnography, and evaluation. The paper explores how
theorising can link to Psychology, Sociology, Critical Theory,
Experiential Learning, and Dialogic Pedagogy whilst still
allowing valid evidence from unique circumstances to speak for
itself. The discussion is designed to be helpful to authors of
EJOLTs’ papers for planning their study and theorising. Four
short vignettes illustrate issues of research practice from my
experience. A major conclusion is that care with methodology
and theorising is essential for general acceptance of Living
Educational Theory Research as it grows and develops globally.
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