Abstract:
Post qualitative inquiry poses a unique challenge to researchers. Using post qualitative research methods is an exciting way to forge new ground, but actually doing post qualitative research takes creativity, grit, and a rigorous commitment to thinking with data. St. Pierre (2019) argues that as the conditions for each post qualitative inquiry are unique “there can be no post qualitative research methodology or research methods, no post qualitative research designs, no post qualitative research practices, no post qualitative data or methods of data collection or methods of data analysis” (p. 10). While inspiring on an intellectual level, St. Pierre’s assertion poses challenges for those wishing to do post qualitative research: how do you actually do it when there are no methods?
This presentation aims to address this puzzling question by tracing the development of my post qualitative research method. Guided by a posthumanist conceptual framework, I embraced ‘concept as method’ (Lenz Taguchi & St. Pierre, 2017) to create an immanent research approach aligning closely with ‘more-than-representational’ approaches (Bozalek & Zembylas, 2017). As part of my doctoral research into affective intensities in the high school English classroom, my research engages directly with St. Pierre’s (2019) notion of embracing ontological uncertainties within research contexts. I have employed a diffractive analysis (Barad, 2007) that moves beyond traditional data interpretation, and will explore the entanglements between theory and practice in educational research.
The presentation explores my response to Taylor’s (2016) assertion that “you can’t simply mix and stir posthumanism into a research design” (p. 18), as posthuman research practices demand new, immanent, more-than-representational methods. I outline the use of interviews, ethnographic observations, and word-image-affect maps (Renold & Ringrose, 2017) to capture and analyse nuanced interactions between human and more-than-human agencies in educational settings. Additionally, I detail my approach to coding, which honours the intentions of post qualitative research while providing a practical framework for conducting this research. By navigating complexities and grappling with challenges of post-qualitative methodologies and posthumanist inquiry, the presentation offers fresh insights into how educational research can respond innovatively to contemporary educational dynamics, demonstrating practical methods for ‘doing’ post qualitative research effectively.
This presentation aims to address this puzzling question by tracing the development of my post qualitative research method. Guided by a posthumanist conceptual framework, I embraced ‘concept as method’ (Lenz Taguchi & St. Pierre, 2017) to create an immanent research approach aligning closely with ‘more-than-representational’ approaches (Bozalek & Zembylas, 2017). As part of my doctoral research into affective intensities in the high school English classroom, my research engages directly with St. Pierre’s (2019) notion of embracing ontological uncertainties within research contexts. I have employed a diffractive analysis (Barad, 2007) that moves beyond traditional data interpretation, and will explore the entanglements between theory and practice in educational research.
The presentation explores my response to Taylor’s (2016) assertion that “you can’t simply mix and stir posthumanism into a research design” (p. 18), as posthuman research practices demand new, immanent, more-than-representational methods. I outline the use of interviews, ethnographic observations, and word-image-affect maps (Renold & Ringrose, 2017) to capture and analyse nuanced interactions between human and more-than-human agencies in educational settings. Additionally, I detail my approach to coding, which honours the intentions of post qualitative research while providing a practical framework for conducting this research. By navigating complexities and grappling with challenges of post-qualitative methodologies and posthumanist inquiry, the presentation offers fresh insights into how educational research can respond innovatively to contemporary educational dynamics, demonstrating practical methods for ‘doing’ post qualitative research effectively.