An upcoming issue of Qualitative Inquiry will feature collaborative publications from UA faculty and students. The issue, entitled What do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry, attends to "how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world." The articles are currently available OnlineFirst on the journal's website.
Meanwhile: Posthuman Intra-Actions in/With a Post-Qualitative Readings Class Authors: Kelly W. Guyotte, Maureen A. Flint, Briana Gilbert Kidd, Courtney A. Potts, & April J. Irwin, & Lauren A. Bennett Abstract: In January 2017, six doctoral students and an assistant professor came together under the guise of a “Readings in Educational Research” course that was created on the topic of post-qualitative inquiry. Using St. Pierre’s descriptor of the “posts,” the course involved engagements with poststructural, posthuman, and new materialist philosophies. Inspired by the concept of the meanwhile, this article pulses with the question: What do intra-active qualitative inquiry pedagogies produce? In this inquiry, we (teacher and students) consider meanwhile as entangled, layered, and complex pedagogical events/enactments produced in the post-qualitative readings course, crossing with/through time, place, space, and bodies. https://doi.org/10.1177/1077800419868497 Queer Temporalities, Spacetimematterings, and a Pedagogy of Vulnerability in Qualitative Inquiry Authors: Stephanie Anne Shelton & Shelly Melchior Abstract: This interview project began with a daughter’s innocent desire to ask “Why?” but we find ourselves in an ever-looping liminality that recognizes both the impossibility of such innocence and the power of an “ability to live on the boundaries” of wanting-to-know and never-knowing. This article concludes by considering the implications of maintaining such a space within the context of a qualitative inquiry course and within the scholarly and personal engagements between a qualitative inquiry instructor and student. We examine the ways that this liminal space has shaped our co-writing, our course-based co-learning, and our interactions and has helped to support a “pedagogy of vulnerability” based on (intentional and unwanted) liminalities within Stephanie’s qualitative inquiry courses. https://doi.org/10.1177/1077800419868507 Comments are closed.
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