In this paper, I utilize Nancy Frazier's conception of multiple publics to investigate the terrain of educational research and how educational researchers might utilize such a framework to think differently about our work. I envision this framework as a problematic of "shifting responsibilities" in terms of what has been done and what is necessary to move forward. Shifting responsibilities suggests that the discourse practices of "accountability" are not static or fixed, but rather consist of rhetoric and imagery that is invoked at particular times and spaces to refer to how various citizen-subjects can and should be responsible to educational publics.
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