Post-Qualitative Research: Working Toward Transformative Change Through a Rhizomatic Approach

• In Event: 15.060 - MTCC Roundtable Session One
  In Roundtable Session: 15.060-4 - Affect and Post-Qualitative Inquiry in Education

Abstract

The purpose of this methodological paper is to discuss a post-qualitative (Lather & St. Pierre, 2013; St. Pierre, 2011) research approach used to explore students’ affective engagements with literacy in a seventh grade English Language Arts classroom in Harlem, New York. The relationship between research questions, methods, analysis, and the findings and implications these led to are focused on with particular emphasis on the affordances of such a stance. I argue it is essential for the field of education, in general, and the field of literacy, in particular, to consider key questions when thinking about the methodology that guides one’s research and the way it works against social inequities and moves toward transformative change.

Author

• Kelly C Johnston, Baylor University