The answer to the question in the headline is "no, maybe not" (a conclusion I reached a long time ago) but it comes only after much discussion of how the creation of shared meaning is so central to so much discussion in educational research. "We might just have to accept that there are fundamental limitations to how much shared meaning we can create. This will be difficult for those who have built careers on talking in a general sense about education to stomach." Quite so. But if we can get past that, we can get past the muddle that is educational theory today, and begin working with specifics.
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