Advertisement

A Manifesto for Teaching Qualitative Inquiry with/as/for Art, Science, and Philosophy

  • Candace R. KubyEmail author
  • David Aguayo
Chapter

Abstract

Our manifesto is an invitation for instructors of qualitative inquiry (QI) to consider how Deleuze and Guattari’s writing on art, science, and philosophy might be a catalyst, an orientation, for pedagogy. In other words, if we teach qualitative inquiry with/as/for art, philosophy, and science, what and where might it get us as instructors, students, the academy? Arting, sciencing, and philosophizing produce new ways of thinking and are the possibilities of how QI could be otherwise—other than a normalized recipe. With these powers of thinking, QI is inventive, art-full, force-full with/in/against the neoliberal, positivist, and normalized ways of doing qualitative research method/ologies. Inspired by posthumanist and feminist ‘new’ materialist theories we intentionally created learning engagements that fostered spaces for students to create and think with theory, data, art supplies, digital tools, and other bodies as a way to produce new ways of thinking/knowing/be(com)ing/doing QI. In our writing, we focus on students’ scientific performances; secretive identities; and their craving-resisting the messiness of becoming qualitative inquirers. How we teach QI to students is the future we will inherit in the academy and the communities we work with as researchers. How are you creating QI pedagogies with your ability(ies) to respond? It is our ethical response-ability to art, to science, to philosophize QI pedagogy with our students.

Keywords

Art Science Philosophy Qualitative inquiry Pedagogy 

References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.Google Scholar
  2. Barad, K. (2013). Ma(r)king time: Material entanglements and re-memberings: Cutting together-apart. In P. R. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (Eds.), How matter matters: Objects, artifacts, and materiality in organization studies (pp. 16–31). Oxford, UK: Oxford University Press.Google Scholar
  3. Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.Google Scholar
  4. Braidotti, R. (2013). The posthuman. Cambridge: Polity Press.Google Scholar
  5. Brown, R. N., Carducci, R., & Kuby, C. R. (Eds.). (2014). Disrupting qualitative inquiry: Possibilities and tensions in educational research. New York: Peter Lang.Google Scholar
  6. Colebrook, C. (2002). Gilles Deleuze. New York: Routledge.Google Scholar
  7. Deleuze, G. and Guattari, F. (1994 [1991]). What is philosophy? New York: Columbia University Press.Google Scholar
  8. Foucault, M. (2005 [1966]). The order of things: An archaeology of the human sciences. New York: Routledge.Google Scholar
  9. Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.Google Scholar
  10. Jackson, A., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York: Routledge.Google Scholar
  11. Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. Thousand Oaks, CA: Sage.Google Scholar
  12. Kuby, C. R., & Christ, R. C. (2018a). An ethico-onto-epistemological pedagogy of qualitative research: Knowing/being/doing in the neoliberal academy. In V. Bozalek, R. Braidotti, M. Zembylas, & T. Shefer (Eds.), Socially just pedagogies: Posthumanist, feminist and materialist perspectives in higher education (pp. 131–147). London: Bloomsbury Academic.Google Scholar
  13. Kuby, C. R., & Christ, R. C. (2018b). Productive aporias and inten(t/s)ionalities of paradigming: Spacetimematterings in an introductory qualitative research course. Qualitative Inquiry, 24(4), 293–304.Google Scholar
  14. Kuhn, T. (2012 [1962]). The structure of scientific revolutions. Chicago and London: University of Chicago Press.Google Scholar
  15. Lenz Taguchi, L. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York: Routledge.Google Scholar
  16. Savin-Baden, M., & Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. New York: Routledge.Google Scholar
  17. Schulte, C. (2018). Deleuze, concept formation, and the habit of shorthand inquiry. Qualitative Inquiry, 24(3), 194–202.Google Scholar
  18. Smith, D. (2012). Essays on Deleuze. Edinburgh, UK: Edinburgh University Press.Google Scholar
  19. St. Pierre, E. A. (2011a). Philosophically informed research. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.Google Scholar
  20. St. Pierre, E. A. (2011b). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 611–625). Thousand Oaks, CA: Sage.Google Scholar
  21. St. Pierre, E. A. (2016). The long reach of logical positivism/logical empiricism. In N. Denzin & M. Giardina (Eds.), Qualitative inquiry through a critical lens (pp. 19–30). New York, NY: Routledge.Google Scholar
  22. St. Pierre, E. A. (2017). Haecceity: Laying out a plan for post qualitative inquiry. Qualitative Inquiry, 23(9), 686–698.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.University of MissouriColumbiaUSA

Personalised recommendations