49.075 - Teaching Qualitative Inquiry in the Era of the Big Tent: Fantasies, Failures, and Futures

Session Type: Symposium

Abstract

This session critically assesses opportunities, challenges and failures represented by approaches to teaching and learning qualitative research methods that promote dialogue across paradigmatic and disciplinary difference. Teachers of qualitative research methods discuss fantasies of what a curriculum for teaching Big Tent qualitative inquiry might include, and potential approaches to navigating paradigmatic and disciplinary differences that challenge students and teachers to disrupt, reframe, and re-imagine what qualitative inquiry involves. Feminist and critical scholars have documented how teaching critical perspectives may involve confusion and emotionally-charged encounters among students and teachers. This symposium examines how scholars who teach qualitative methodology working from different theoretical perspectives envision teaching while encountering points at which attempts to navigate difference are met by failures to communicate.

Sub Unit

• SIG-Qualitative Research

Cosponsor

• Division D - Measurement and Research Methodologies / Division D - Section 3: Qualitative Research Methods

Chair

• Kathryn J. Roulston, University of Georgia

Papers

• On Seeking a Middle Ground in Teaching Qualitative Inquiry - Kathryn J. Roulston, University of Georgia

• The Opportunities and Challenges of Teaching Thinking in Qualitative Research - Sarah Bridges-Rhoads, Georgia State University; Jessica Van Cleave, Mars Hill University; Hilary E. Hughes, University of Georgia - Athens

• Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research - Jennifer R. Wolgemuth, University of South Florida

• Contemplation, Imagination, and Postoppositional Approaches Carving the Path of Qualitative Inquiry - Kakali Bhattacharya, Kansas State University

Discussant

• Jenny Gordon, Binghamton University - SUNY