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

  • Candace R. KubyEmail author
  • David Aguayo


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.


Art Science Philosophy Qualitative inquiry Pedagogy 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.University of MissouriColumbiaUSA

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