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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
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.
Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
Braidotti, R. (2013). The posthuman. Cambridge: Polity Press.
Brown, R. N., Carducci, R., & Kuby, C. R. (Eds.). (2014). Disrupting qualitative inquiry: Possibilities and tensions in educational research. New York: Peter Lang.
Colebrook, C. (2002). Gilles Deleuze. New York: Routledge.
Deleuze, G. and Guattari, F. (1994 [1991]). What is philosophy? New York: Columbia University Press.
Foucault, M. (2005 [1966]). The order of things: An archaeology of the human sciences. New York: Routledge.
Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
Jackson, A., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York: Routledge.
Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. Thousand Oaks, CA: Sage.
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.
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.
Kuhn, T. (2012 [1962]). The structure of scientific revolutions. Chicago and London: University of Chicago Press.
Lenz Taguchi, L. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York: Routledge.
Savin-Baden, M., & Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. New York: Routledge.
Schulte, C. (2018). Deleuze, concept formation, and the habit of shorthand inquiry. Qualitative Inquiry,24(3), 194–202.
Smith, D. (2012). Essays on Deleuze. Edinburgh, UK: Edinburgh University Press.
St. Pierre, E. A. (2011a). Philosophically informed research. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
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.
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.
St. Pierre, E. A. (2017). Haecceity: Laying out a plan for post qualitative inquiry. Qualitative Inquiry, 23(9), 686–698.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Kuby, C.R., Aguayo, D. (2019). A Manifesto for Teaching Qualitative Inquiry with/as/for Art, Science, and Philosophy. In: Taylor, C.A., Bayley, A. (eds) Posthumanism and Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14672-6_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-14672-6_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-14671-9
Online ISBN: 978-3-030-14672-6
eBook Packages: EducationEducation (R0)