Disruptions of Post-Qualitative Education Research: Tensions and Openings. (March 2022)

• Record Type: Journal Article
• Authors: Young, Tracy; Crinall, Sarah; Malone, Karen
• Is Part Of: Qualitative inquiry. Volume 28:Number 3/4(2022)
• Page Start: 312
• Page End: 321
• Publication Date: 2022-03
• Subjects: post-qualitative inquiry -- diffraction -- porosity -- reconfiguring; Social sciences -- Methodology -- Periodicals; Social sciences -- Research -- Periodicals; 300.72
• DOI: 10.1177/10778004211038255
• Languages: English
• ISSNs: 1077-8004

Abstract

This article speaks up for those who are feeling unheard as post-qualitative inquirers. It also speaks with hope, helpfully, to those in positions of supervision and mentorship to help student researchers work across post paradigms, becoming allies with those who are attempting to experiment with new theory, figurative forms, and processes. Addressing some of the tensions we have experienced between traditional qualitative and emerging post-qualitative researchers enables us to specifically name disruptions that block, silence, and misalign. We also share openings as possibilities that remain with the tension and do not offer advice or recipes to follow. This is exactly the type of reductive process that post-qualitative research is trying to circumnavigate. In the hullabaloo, this article is a clarion call for the academy to open up education research and make room for researchers who are unbounded by the invented rules of humanist tradition and familiarity.