Teaching Qualitative Research as a Transgressive Practice
Teaching is essential to the production and reproduction of knowledge in qualitative research (QR) institutionally, pedagogically, and politically. Insufficient attention has been paid to the problematic perception that teaching QR involves merely passing on directive techniques or tool kits. Even less attention has been paid to the pedagogical practices among scholars in the ‘scientific’ fields, Indigenous scholars within the Western core, and qualitative practitioners from the geopolitical South. This special issue will conceptualize teaching QR as a paradigmatic approach that sustains QR, resists positivistic domination, and encourages transformative potential. Contributions are invited from two thematic clusters:
Call for Papers, Special Issue of Qualitative Inquiry
Abstracts: November 15, 2013
1. Teaching critical QR as a transgressive practice
Contributions to this area should focus on teaching QR as a transgressive practice from marginalized disciplinary and/or geopolitical locations. Three groups of contributions are particularly welcome: (1) teaching/learning QR in ‘scientific’ fields dominated by positivist research (e.g. health and life sciences); (2) teaching QR in the globalized South; and (3) Aboriginal scholars teaching QR within the Anglo-Saxon mainstream. Topics may include: the nature and challenges of teaching critical QR in such settings/contexts; how to develop a locally grounded and globally informed curriculum; how to disrupt positivistic domination and facilitate critical perspectives through teaching of QR in a global era.
2. Strategies of teaching QR critically
Contributors will be encouraged to (a) focus on the teaching of key concepts and principles in QR that are not (or little) addressed in the literature such as: silencing, Othering, inductive logics, research ethics, and ‘hearing data,’ as well as strategies for teaching critical approaches to more conventional issues (e.g. research design, ethnographic observation, and results dissemination); (b) write about the teaching of newer issues in QR, for example, autoethnography, arts-based QR, participatory action research. The main objective of this theme is to showcase exemplars and pedagogical practices that have effectively tackled essential attributes of QR as an interpretive paradigm and successfully fostered a counter discourse against positivist science.
1. The 10th Congress of Qualitative Inquiry, University of Illinois, Urbana/Champaign, United States, May 21-25, 2014.
To facilitate creative writing and intellectual dialogue, interested contributors are encouraged to submit their abstract (250 words, with professional contact information) to Elise Maiolino email@example.com by November 15, 2013. The Guest Editor will organize a special session, with thematic panels, on teaching QR as a transgressive practice.
2. Final paper submission
Send your final paper to Ping-Chun Hsiung firstname.lastname@example.org The submission deadline is August 31, 2014. Papers for the first theme should be 25–30 double-spaced pages, and submissions for the second theme should be 10 pages or less, double-spaced. Contributors should follow the submission guidelines of Qualitative Inquiry in format and syntax.