In this paper, I would like to show how qualitative research in education and semiotics can be brought together for the benefit of each field. Starting with attempts to define both qualitative research and semiotics in ways that can inform both disciplines, I hope to accomplish this task by mapping a series of three crossroads that define the past, present, and hopefully the future of the field.


This article is an expanded and revised version of a paper read at the Annual Meeting of the Semiotic Society of America, October 1995. Special thanks to Deborah Smith-Shank and Ron Chenail for suggestions for revising and expanding this work, but all the dumb ideas left are my responsibility

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