problematizing

Problematizing is the practice of treating a topic, claim, or phenomenon as a problem to be studied rather than as a given. It involves examining the assumptions, methods, and power relations that render something problematic and outlining the conditions under which a problem is identified as such. By reframing issues, researchers and scholars expose taken-for-granted assumptions, discourses, and norms that shape what counts as a problem and what kinds of explanations are considered legitimate.

The term is widely used in critical and post-structuralist traditions, and is closely associated with the idea that knowledge is constructed through discourse. Michel Foucault and later scholars emphasized analyzing how statements, practices, and institutions produce problems and govern responses. The concept has been adopted across social sciences, humanities, and education to analyze how problems are framed by experts, policymakers, media, and institutions.

In research, problematizing guides the formulation of research questions and the design of inquiry by challenging supposed definitions of phenomena such as deviance, poverty, or health. In pedagogy, it aligns with problem-based or problem-posing approaches that encourage learners to interrogate assumptions and develop critical thinking rather than merely applying established solutions. Related approaches include discourse analysis and critical pedagogy.

Critics note that excessive problematizing can lead to relativism or paralysis if not coupled with constructive analysis or actionable outcomes. Proponents argue that it fosters reflexivity, transparency, and more just interpretations of social issues. See also problematization, critical theory, discourse analysis, critical pedagogy.