Australian Research in Early Childhood Education. 2005, 12 (2), 99-109
Preliminary findings of an ongoing project on the social constructions of educational beliefs within Early Childhood Education in Norway seem to go beyond the given conceptions of these beliefs. As a non-conformist ethos of anti-educational beliefs has been revealed, it may be taken that the project has succeeded in going beyond what is given as givens. Or should it rather be interpreted as an elegant way of legitimizing the researcher s own interests and assumptions? Using the project as an example, this article argues for the necessity of performing self-reflexive sociology, while pointing out the inescapable paradoxes, promises and threats of self-reference.