This special issue of Qualitative Inquiry raises questions

about tendencies and mandates to oversimplify research methods in qualitative studies. A great deal of (over)simplic-ity in qualitative research methods is likely the product of training that does not invite students to question beliefs about the nature of reality and knowledge—ontology and epistemology—and the appropriate methods to employ given those beliefs. Sometimes, these tendencies toward greater simplicity are not a result of schooling, but are fueled by qualitative researchers ’ concerns with obtaining funding, passing through institutional review boards, writing up research in ways that will figure positively in tenure and promotion decisions, making recognizable contributions to their disciplines, and providing compelling evidence that oppressive relations and conditions ought to change. Con-sidering these types of motivations, some movements towar