Numerous significant education system reforms began as a result of the Program for International Student Assessment (PISA) study in 2000 with the aim of reducing educational inequalities. Today, we look at a diverse field of educational science (and educational research)—but educational inequalities still exist. Referring to Baradʼs (2007) suggestion to not consider “things [here: educational inequalities]-in-themselves” but “things-in-phenomena” (p. 140), the article proposes the idea of an un/systematic re/view—an approach that critically questions methodological, disciplinary, and thematic boundaries and seeks to read research findings for a broader understanding of phenomena and their (co-constitutive) relations in a diffractive way. The article elaborates on how science cannot represent an ‘external world’, but is interwoven with it and in a constant state of evolving. Accordingly, knowledge is not only seen as something that is produced, but also as something productive, which results in a complex responsibility for educational science. Un/systematic re/views seek to counter this by questioning the holistic claims of research, which are often thought of as monodisciplinary, and reconfiguring them into a situated and fragmented, but transdisciplinary and transmethodological approach. Phenomena, such as educational inequalities, are then considered more broadly together with the actors who help produce them and knowledge production is reimagined as a process that is different, responsible, and interconnected.
