Abstract
The purpose of this article is to explore how teachers, scholars, and mentors teach postqualitatively in diverse ways. Teaching postqualitatively does not easily conform with the delivery of set learning outcomes nor does it seek to measure learner progress or teaching quality in prescriptive and traditional ways. Rather, this kind of teaching could be seen as the task of the impossible and calls for the curious seeker and infinite learner, resembling art, craft, and creation. The more we attempt to describe and articulate how we have in the past, through literature and collective experiences, and how we could teach postqualitative research in the future, the more the inquiry practices and learning assemblages escape and disappear. We wonder what collective affects and practices are associated with teaching and learning postqualitatively and what speculative postqualitative practices of the futures may produce.
| Original language | English |
|---|---|
| Pages (from-to) | 589-603 |
| Number of pages | 15 |
| Journal | Qualitative Inquiry |
| Volume | 31 |
| Issue number | 6 |
| Early online date | 26 Jul 2024 |
| DOIs | |
| Publication status | Published - 31 Jul 2025 |
Funding
This review was supported by the Postqualitative Research Collective (PQRC), an international collective that focuses on advancing the field of postqualitative inquiry, initially funded by the National Research Foundation of South Africa (2020–2023), and still continuing. See: https://postqualitativeresearch.com/ . We would also like to thank Georgia Rowley for all their help and work as research assistant.
| Funders | Funder number |
|---|---|
| National Research Foundation |
Keywords
- international collaboration
- pedagogy
- postqualitative
- relationality
- teaching
ASJC Scopus subject areas
- Anthropology
- Social Sciences (miscellaneous)