Thinking-Writing (Pedagogically) Inspired by Post-Philosophies: A Qualitative(ly) Différance

• In Event: Writing and the Articulation of Qualitative Research

Abstract

I play with the word qualitatively in relation to writing. I use an example sentence in the dictionary for “qualitatively” as a provocation: “our [writing] results differ [différance, defer, differ] qualitatively from previous studies [writing]” (my words added in brackets). I put this playful sentence in conversation with previous writing on the act of writing (see Christ, Gutshall Rucker, & Kuby, 2020). If we think-with and (re)etymologize qualitatively and writing, then the results (or writing each time) is different, or inspired by Derrida, deferred, differed, or différance (Kuby & Christ, 2020). I don’t want to just think with theories but also write with theories, hence thinking-writing. In other words, what does a theory force me to think about doing as a writer and how do I help my reader, who might not be as familiar with the theory, understand the writerly move(s) I made? And how does writing help me think-with a theory?

Writing-thinking in this way opens up space to consider the following aspects of writing qualitatively: 1) the emergence of trust and nature of uncertainty which often feels like stuckness, 2) questioning and challenging (re)presentation of language and ideas, 3) playfulness and pedagogical invitations to readers, 4) the collaborative, relational nature of writing, and 5) beyond writing or the a/effectual mind-bodyness of writing.

Throughout the chapter, I share examples of my writing processes, the non-linear and rhizomatic ways thinking-writing comes to be (Kuby, 2017, Kuby & Fontanella-Nothom, 2018). I also offer invitations as a way to give permission to think-with theories and write-with theories qualitatively differently.

Author

• Candace R. Kuby, University of Missouri
  Presenting Author