Abstract
The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more broadly and (b) convey how thinking with PS theories become methodologies of post-qualitative inquiry (PQI). They used PS theoretical concepts from Deleuze and Guattari’s scholarship to work with co-produced data (e.g., memories, artifacts from class, notes from meetings, and written responses after the semester) to demonstrate our learning in terms of assemblages of desire, becoming, lines of flight, and smooth and striated spaces. The examples shared demonstrate how they tackled essential, assumptive attributes of QR and attempted to embody discourses and practices against (post)positivist, interpretive, and constructivist sciences.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 140-148 |
| Number of pages | 9 |
| Journal | Qualitative Inquiry |
| Volume | 22 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 1 2016 |
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All Science Journal Classification (ASJC) codes
- Anthropology
- Social Sciences (miscellaneous)
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Teaching, Troubling, Transgressing : Thinking With Theory in a Post-Qualitative Inquiry Course. / Kuby, Candace R.; Aguayo, Rebecca C.; Holloway, Nancy; Mulligan, Julia; Shear, Sarah Beth; Ward, Amber.
In: Qualitative Inquiry, Vol. 22, No. 2, 01.02.2016, p. 140-148.Research output: Contribution to journal › Article
TY - JOUR
T1 - Teaching, Troubling, Transgressing
T2 - Thinking With Theory in a Post-Qualitative Inquiry Course
AU - Kuby, Candace R.
AU - Aguayo, Rebecca C.
AU - Holloway, Nancy
AU - Mulligan, Julia
AU - Shear, Sarah Beth
AU - Ward, Amber
PY - 2016/2/1
Y1 - 2016/2/1
N2 - The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more broadly and (b) convey how thinking with PS theories become methodologies of post-qualitative inquiry (PQI). They used PS theoretical concepts from Deleuze and Guattari’s scholarship to work with co-produced data (e.g., memories, artifacts from class, notes from meetings, and written responses after the semester) to demonstrate our learning in terms of assemblages of desire, becoming, lines of flight, and smooth and striated spaces. The examples shared demonstrate how they tackled essential, assumptive attributes of QR and attempted to embody discourses and practices against (post)positivist, interpretive, and constructivist sciences.
AB - The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more broadly and (b) convey how thinking with PS theories become methodologies of post-qualitative inquiry (PQI). They used PS theoretical concepts from Deleuze and Guattari’s scholarship to work with co-produced data (e.g., memories, artifacts from class, notes from meetings, and written responses after the semester) to demonstrate our learning in terms of assemblages of desire, becoming, lines of flight, and smooth and striated spaces. The examples shared demonstrate how they tackled essential, assumptive attributes of QR and attempted to embody discourses and practices against (post)positivist, interpretive, and constructivist sciences.
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UR - http://www.scopus.com/inward/citedby.url?scp=84955492697&partnerID=8YFLogxK
U2 - 10.1177/1077800415617206
DO - 10.1177/1077800415617206
M3 - Article
AN - SCOPUS:84955492697
VL - 22
SP - 140
EP - 148
JO - Qualitative Inquiry
JF - Qualitative Inquiry
SN - 1077-8004
IS - 2
ER -