Calling for qualitative research that is complex, situational, theoretically situated, and yet productive, Reconceptualizing Qualitative Research discusses the multiplicities and uncertainty embedded in different methodological configurations and entanglements that blur the boundaries between doing research, theorizing, thinking, and reflecting. Writing in a clear, conversational style, author Mirka Koro-Ljungberg urges readers to think about qualitative research differently, often in creative ways, and to continuously question existing grand narratives and dogmas.

Teaching and Learning the Unteachable: Pedagogies Matter

Chandra Bowden

We work within and against

structures such as teaching, learning, and curriculum.

We stumble, stutter, reverse, return, and enter.

We have more than one

(method, student, teacher, content, goal . . . )


we are more than one!

To orient our readers, we begin by questioning how and what is (un)teachable in qualitative research. By teachable, we mean that part of qualitative research that can be learned though delivery-based, preconstructed forms of learning. We also consider how our past forms of being/knowing/teaching/learning influence what is (un)teachable, and where teaching takes place. In this section we utilize three main thinking devices (ghosts, events, and erasure) to process thoughts, materials, experiences, and memories associated with learning and teaching qualitative research ...

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