AbstractThis paper focuses on the need for educational researchers to recognise the dialectic between theory and method. A methodology described as quasi‐historical and based on a theory of social action is discussed in the first section. The second section proposes a means whereby the meaning of actions can be understood. A schema for the interpretation of text evidence is then outlined. This schema or methodology draws upon the theoretical work of Giddens, Thompson and Habermas and the interpretation theory of Ricoeur. The proposed schema avoids a theory‐method dichotomy and offers researchers a form of disciplined enqu