Abstract

Critical realism has a reputation for requiring substantial intellectual commitment and time to gain understanding, and being difficult to operationalize as an empirical research methodology. Our paper employs the theoretical framework of ‘threshold concepts’ to explore these issues. We illustrate the five qualities of ‘threshold concepts’ using existing literature by scholars describing their journey of engagement with critical realism. We then apply the framework from three viewpoints. First, we offer the perspective of a budding critical realist scholar who transforms their understanding through reflexivity. Second, we consider the role of critical realist communities of practice, peer-to-peer and social learning. Finally, we look from the standpoint of a more experienced critical realist academic advisor or supervisor working with a student. The paper concludes by asking: what kind of learning and teaching frameworks of engagement can the critical realist community build to better support apprentice critical realists?