Speculative Pedagogies of Qualitative Inquiry
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- ISBN 9780367250478
- Weight: 520g
- Dimensions: 156 x 234mm
- Publication Date: 26 Nov 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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In Speculative Pedagogies of Qualitative Inquiry, the authors discuss what "inquiry" is and how we teach it — and if it is even possible to teach. With a proliferation of how-to manuals for doing qualitative research, the time is ripe for a discussion not only on what we teach (curriculum) but also how we teach (pedagogy).
This book seeks to teach students to become qualitative inquirers, not with a formulaic recipe but rather by showing them how to think from a place of uncertain, (w)rest(full), relational liveliness. The authors seek to create qualitative inquiry courses that create spaces that consider our abilities to respond to, come to know (epistemology), be (ontology), and do (axiology) qualitative inquiry. Thus, a main thread of this book is (re)thinking and (re)imagining inquiry that they come to conceptualize as (in)query. The authors use both data from graduate level research courses and theoretical concepts from poststructuralism, posthumanism, and feminist "new" materialism.
This book is timely in the face of a growing neoliberal academy that values prescription and repetition over innovation, thinking differently, and engaging with research. It will be an invaluable resource for graduate students looking to use qualitative inquiry in their research.
Candace R. Kuby is Associate Professor of Learning, Teaching, and Curriculum at the University of Missouri serving as Department Chair and Director of Qualitative Inquiry. Her research interests include the coming-to-be of literacies when children work with artistic and digital tools, and approaches to and pedagogies of qualitative inquiry.
Rebecca C. Christ is Assistant Professor of Social Studies Education in the Department of Teaching and Learning at Florida International University. Her research interests include social studies education, specifically focusing on the area of genocide education, and pedagogies of qualitative inquiry, drawing on poststructural and posthuman theoretical concepts.
