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This book looks at how theories of postqualitative research and onto-epistemological thought might benefit the teaching of qualitative inquiry. It examines the concept of 'inquiry' as a way of relational thinking in research subjects and research practices.
Inhaltsverzeichnis
List of Figures
Acknowledgements
Preface
Introduction: A Backstory to Our CurriculumPedagogy
Chapter 1: (Re)Etymologizing: Our Thinking/Writing/Theorizing Together
Chapter 2: The Be(com)ing of (In)query as Uncertain (W)rest(full) Relational Liveliness
Rabbit Hole: Rabbit Holing
Chapter 3: Trust(ing): Strings Strongly Stringed Together in Mundane Everydayness
Rabbit Hole: Succulent Muse
Chapter 4: Navigating and Negotiating: Becoming Qualitative (In)querers
Rabbit Hole: Fullness
Chapter 5: E/Intervening: An Ethics of Always, Already Being In-Between
Rabbit Hole: TheoryPractice
Chapter 6: Speculative Pedagogies of Qualitative Inquiry
References
Über den Autor / die Autorin
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.
Zusammenfassung
This book looks at how theories of postqualitative research and onto-epistemological thought might benefit the teaching of qualitative inquiry. It examines the concept of ‘inquiry’ as a way of relational thinking in research subjects and research practices.
