Methods Despite or Without Content? Reflections on Teaching Qualitative Research

• In Event: Marriott Roundtable Session Eight
  In Roundtable Session: Teaching and Learning Qualitative Research (Table 5)

Abstract

There is no shortage of scholarship focusing on qualitative pedagogy. However, very little in has been written about the tension in the classroom between teaching methods and the content instructors use to do so. Yet, the relationship between methods and content is critical to the success of any class. In this paper, we discuss the pedagogical choices of two professors and the consequences, both good and ill, of such choices. Each takes a different approach and, in this paper, we examine the follow through of each choice both practically and theoretically. We discuss the dichotomy of “methodologies despite content” vs. “methodologies without content” and the implications of each in teaching qualitative inquiry.

Authors

• Elizabeth M. Pope, University of West Georgia
  Presenting Author

• Aaron M. Kuntz, Florida International University
  Presenting Author