This paper aims at reflecting on who educational research is intended for. Researchers often name several addressees. Methodology writers are clearer as to their immediate receivers, but they present a rather abstract picture as to the actual people who would benefit indirectly from their books. Perhaps this looseness in the recipient when there seems to be much rigour in other aspects of methodology should not, nowadays, be taken for granted. The search for more subjective methodologies, as well as more narrative, subjective, ways of presenting research, reflect a concern with the recipients and their say. But individual-oriented research, just like student-centered approaches has drawbacks and risks. On the other hand, researchers cannot possibly master all methodologies, or even several of them. Like triangulation within, inter-language conversation among citizens of all ages could become an element to be considered in the methodology of citizenship education. Key words: identity territory, narratives of self, methodology My doctorate research on education as a process of identity building based on narratives of self led me to observe that the people who told me their life stories, although they seem eager to appear as self-made individuals, actually belong to an identity territory, and that they are deeply committed to some relations and a general idea of a better society, not limited to their own immediate surroundings, but they seem never to be explicit about this. They express this commitment through poetic resources and silence. This poetic commitment, although flexible, is a strong source of generative empowerment. The subject of my research being concrete persons, I turned to see how different kinds of research address narrators such as my co-researchers. Telling my findings, I had to confront different methodological tools. Much can be learnt from different, even opposing traditions and innovations, but none is enough in itself to address the issues and interests of actual persons in our world today, and choosing one should not exclude discussing others Narratives of self contain poetic expressions of rightful connections and responsibility bonds towards others that often appear within a history, carried and developed since childhood, health related, self evident or unlearnt. This ownership is, in turn, a source from which increasing self-value can or could be obtained. The perception of a right related to a consciousness of being should be followed by formal mechanisms and duties to ensure it without turning it into a conceptual trap. For a conversational methodology: a) I suggest methodology could offer the option of approaching the issues of reality through different languages, b) I propose action through which the educational actors, writers, readers, institutions and end-users of educational research could reflect upon, evaluate, discuss the outcomes and issues involved in research, and c) I envision a new role for universities, media, and other existing institutions in the taking place of new forms of citizenship. Biesta, G. (2006) What's the Point of Lifelong Learning if Lifelong Learning has no point? Deficit of Policies for Lifelong Learning, www.wwwords.co.uk/EERJ, Vol 5, Numbers 3-4, p 169-180 Calvet, M. (2006) The Key, the Track and the Call: Self narratives and beyond, Education-line: www.leeds.ac.uk/educol/documents/157839.Corsani, A., Lazzarato, M., Negri, A., Moulier-Boutang, Y. (1996) Le bassin de travail immatériel (BTI) dans la métropole parisienne, Paris: L'Harmattan Clough, P. (2002) Narratives and Fictions in Educational Research, Buckingham: Open University Press Denzin, N. (1997). Interpretive Ethnography, London: Sage Stake, R E: 1995: The Art of Case Study Research, London: Sage Publications, Inc.Education-line