(Im)possibilities and (In)stabilities of Post-qualitative Inquiry* in Social Studies Education.

• In Event: (Re)Imagining Social Studies Educational Research While Under Attack: Interrogating Methodologies to Repair Harm

Abstract

The fourth paper challenges the social studies education field to use post-qualitative inquiry as a response and a response-ability to (re)think inquiry. This dialogue outlines the origins and commitments of post-qualitative inquiry (PQI) and provides examples of how scholars (e.g., Koro-Ljungberg & MacLure, 2013; Kuby et al., 2016; Springgay & Truman, 2018; St. Pierre, 2011/2016) use PQI within and outside of social studies education. Keeping with the tradition of post-theories, including post-qualitative research, the authors play around with language to disrupt and challenge taken-for-granted assumptions about words, meaning, and research. They invite social studies researchers not only to continue engaging in work that thinks through and with disruptive theories but also to use their research to think and live differently. The authors will engage with various enactments and entanglements of post-qualitative in the moment of this presentation.

Authors

• Rebecca C. Christ, Florida International University

• Bretton A. Varga, California State University - Chico