Reading for post qualitative inquiry

Abstract

This paper advocates reading philosophy and using its concepts in educational and social science research. The lengthy engagement with the various concepts and conceptual orders of poststructuralism required for post qualitative inquiry exceeds the scope of reading required for a conventional literature review at the beginning of a typical empirical research project. Reading that spans many years of an academic career does not serve the epistemological project of stabilizing what is known through recognition, representation, and summary but attends to an ontological project of re-orienting thought through experimentation, invention, and creation to enable what does not yet exist but might.

Keywords:

• Reading
• post qualitative
• poststructuralism

Disclosure statement

No competing interests were reported by the author.

Additional information

Notes on contributors

Elizabeth Adams St.Pierre

Elizabeth Adams St.Pierre is Professor in the Mary Frances Early College of Education and Affiliated Professor of both the Interdisciplinary Qualitative Research Program and the Institute for Women’s Studies at the University of Georgia. Her work focuses on poststructural theories of language and human being and post qualitative inquiry. She’s especially interested in the new empiricisms, the new materialisms, and the posthuman enabled by the ontological turn.