What Do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry

2019 ◽  
Vol 26 (1) ◽  
pp. 3-12
Author(s):  
Jasmine Brooke Ulmer ◽  
Candace R. Kuby ◽  
Rebecca C. Christ
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Pedagogical Practices ◽  
Special Issue ◽  
Introductory Article ◽  
Human World ◽  
The Way

Teaching matters. And there are many ways to teach, particularly when it comes to qualitative inquiry. Accordingly, we consider how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world. To keep within a pedagogical frame, we write this introductory article through a pedagogical lens. We hope we make transparent why we conceptualized this special issue, how we envision pedagogies individually and collectively, how we approached each step through a pedagogical lens, and what we’ve learned since. Along the way, we ask the following: What are pedagogies? When and where do they happen in qualitative research? Moreover, what do they produce? These are among the questions that—as qualitative teachers, learners, scholars, and guest editors—we offer an invitation for readers to explore.

Critical Qualitative Inquiry: Justice Matters(ings) in (En)tangled Times

2021 ◽  
pp. 194084472110126
Author(s):  
Mirka Koro ◽  
Gaile S. Cannella ◽  
M. Francyne Huckaby ◽  
Jennifer R. Wolgemuth
Keyword(s):  
Qualitative Inquiry ◽  
Special Issue ◽  
Multiple Forms ◽  
Critical Inquiry ◽  
The Past ◽  
Critical Scholarship ◽  
Introductory Article ◽  
Asking Questions ◽  
Time Lead

The purpose of this special issue is to generate and expand the locations and perspectives from which justice and equity, in multiple forms, are and can be, orienting concepts for critical qualitative inquiry. Although critical inquiry originates from diverse views, concerns, and conditions, all forms would always and already address matters of privilege/harm, equity/ inequity, and justice/injustice, while at the same time challenging power-oriented dualisms, systematic western notions of progress, and capitalist gains. This introductory article describes the work of special issue authors asking questions like: How might critical qualitative inquiry build from the past while at the same time lead to more just possibilities, leading to something we might recognize as inquiry as/toward/for justice? How can critical scholarship be theorized, designed, and practiced with justice as the orienting focus within (en)tangled times, materials and material injustices?

Learning Critical Qualitative Research

2018 ◽  
Vol 11 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Ping-Chun Hsiung
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Special Issue ◽  
Emotional Aspect ◽  
Critical Qualitative Research ◽  
Teaching Learning

This Special Issue focuses on the learning of qualitative research as a legitimate and productive site of inquiry with the potential to illuminate and advance pedagogical practices. Its three objectives were (1) empowering and giving voice to new generations of qualitative research practitioners, (2) facilitating dialogue across the divide between the teaching and learning of critical qualitative research, and (3) mapping out a space of knowledge production and accumulation in critical qualitative research. The Issue includes five articles written by junior scholars or graduate students with or under the supervision of their mentors/supervisors. From different angle and to varying degrees, they touch on the role of teacher in the teaching/learning, the emotional aspect of learning, and the institutional context within which the learning takes place.

Teaching Qualitative Inquiry in the Era of the Big Tent

2018 ◽  
Vol 11 (3) ◽  
pp. 251-255 ◽  
Author(s):  
Kathryn Roulston ◽  
Kakali Bhattacharya
Keyword(s):  
Qualitative Research ◽  
Policy Development ◽  
Qualitative Inquiry ◽  
Next Generation ◽  
Special Issue ◽  
Sufficient Time

Teachers of qualitative research tasked with conveying the complexity and diversity of paradigmatic difference to novice researchers face challenges, including how to convey complexity without misrepresenting topics, facilitating respectful and ethical dialogue among students, and finding sufficient time within the curriculum to examine multiple paradigms. This special issue presents articles that consider how teachers of qualitative inquiry envision and enact the teaching of qualitative research from a Big Tent perspective. These authors’ explorations of ways to pursue work with/across/within/against differences in worldviews and practices assume that this knowledge is critical for the preparation of the next generation of qualitative researchers who will engage in complex topics of inquiry that contribute to policy development and building just and equitable societies, as well as making theoretical and methodological advances.

The Concepts of Qualitative Data: Challenges in Neoliberal Times for Qualitative Inquiry

2018 ◽  
Vol 25 (8) ◽  
pp. 713-720 ◽  
Author(s):  
Uwe Flick
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Qualitative Data ◽  
Social Issues ◽  
Qualitative Inquiry ◽  
Digital Data ◽  
Special Issue ◽  
New Methods ◽  
Virtual Data

Qualitative inquiry always used various kinds of data for understanding social issues and participants’ perspectives. Research and methodologies were debated for what data are adequate for studying social justice issues. Current challenges for concepts of data are new, for example, virtual and digital data, question traditional data (interviews, ethnography, etc.) in their relevance for understanding current life worlds. New methods produce new and other forms of data (e.g., mobile, virtual data). Neoliberal contexts produce questions about qualitative research and its data. What is an adequate and contemporary understanding of the concept of “data”? These questions are discussed in this special issue.

Racisms in Qualitative Inquiry: Recognitions and Challenges

2021 ◽  
pp. 107780042110218
Author(s):  
Donald R. Collins ◽  
Gaile S. Cannella
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Black Studies ◽  
Ethnic Studies ◽  
Qualitative Inquiry ◽  
Special Issue

The purposes of this article are to introduce a special issue of Qualitative Inquiry focusing on “Racisms in Qualitative Inquiry” and to make obvious the institutionalized perspectives and practices of racism that are embedded in the conceptualizations and doings of qualitative research. The articles address unexamined purposes, direct practices, and methodologies of research like coding and biases in representation, along with rethinking and reconceptualizing research though knowledges like Black Studies (and other Ethnic Studies generally) and the use of methodologies that have been ignored and excluded like pláticas. The final articles discuss those hidden relational and policy complexities in higher education as the predominant location for the practice and rewarding of qualitative inquiry.

scholarly journals Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Francesca Costa ◽  
ELISABET PLADEVALL-BALLESTER
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Foreign Language Learning ◽  
Pedagogical Practices ◽  
Special Issue ◽  
Effective Strategies ◽  
Introductory Article

As early second language learning is increasingly considered fundamental in children’s development and as early language learning programmes are encouraged both at institutional and societal levels, research has expanded in scope from a narrow focus on age to examine the interplay between variables affecting language learning. In this introductory article to the special issue, we first provide an overview of the field of early second and foreign language learning and how it has changed over the last few years. Next, we report challenges and strategies that should be tackled both in research and in pedagogical practices. These include teacher education and use of teaching strategies, the use of multilingual practices, bilingual and CLIL programmes and teachers’, students’ and parents’ beliefs about language learning at an early age. We conclude with an overview of the articles and book reviews included in this special issue.

Challenges for a New Critical Qualitative Inquiry

2016 ◽  
Vol 23 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Uwe Flick
Keyword(s):  
Qualitative Research ◽  
Quantitative Research ◽  
Social Problems ◽  
Qualitative Inquiry ◽  
Special Issue ◽  
Critical Perspective ◽  
Political Problem ◽  
Critical Approaches

Discussions around constructing a new critical qualitative inquiry need to reflect challenges on three levels: (a) Inquiry can be critical about the issues under study—a social or political problem to be addressed in a critical perspective; (b) critical approaches to methods and approaches in current research—other forms (e.g., quantitative research) or parts of the mainstream of qualitative research; and (c) a major challenge is to remain able to really do empirical qualitative research addressing social problems and to remain reflexive. Articles in this special issue address these to make a contribution to constructing a new critical qualitative inquiry.

scholarly journals Conventional and Postqualitative Research: An Invitation to Dialogue

2020 ◽  
pp. 107780042096246 ◽  
Author(s):  
Javier Monforte ◽  
Brett Smith
Keyword(s):  
Qualitative Research ◽  
Knowledge Production ◽  
Qualitative Inquiry ◽  
Special Issue ◽  
New Paradigm ◽  
Agonistic Pluralism

This article explores a question that was left mostly unanswered in a recent special issue of Qualitative Inquiry surveying the field of postqualitative research: How can conventional and post qualitative research coexist within the qualitative community? The importance of addressing this key question is first highlighted. Then, a possible answer is offered, which is: By promoting a new paradigm dialogue grounded in the principles of agonistic pluralism. Challenging the idea of consensus and harmonious coexistence, agonistic pluralism allows casting researchers with competing paradigmatic positions as adversaries or “friendly enemies,” which exist together in the same space without each sacrificing its beliefs about knowledge production. We invite members of the global qualitative community to explore this possibility.

scholarly journals “Throughness”: A Story About Songwriting as Auto/Ethnography

2017 ◽  
Vol 24 (3) ◽  
pp. 227-232 ◽  
Author(s):  
David Carless
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Limited Attention ◽  
Special Issue ◽  
Unique Form ◽  
Reflexive Practice ◽  
Auto Ethnography ◽  
Song Writing

A recent special issue of Qualitative Inquiry (December 2016) throws a welcome spotlight on the place of songs within qualitative research. In this essay, I share a story that contributes to the gathering conversation around music and songs as a (perhaps unique) form of qualitative inquiry. My contribution focuses specifically on song writing as a form of research, which has received limited attention to date within the qualitative inquiry literature. The story is inspired by recent explorations of songwriting as reflexive practice, and I share it with the aim of expanding understanding and inviting further dialogue on the processes of writing (songs as) qualitative research.

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