This paper considers the role reading plays in post qualitative inquiry, arguing that because post qualitative inquiry is a derivative of poststructuralism, the philosophies of reading that are foundational to poststructuralism are then axiomatic to post qualitative inquiry. This is evidenced by Elizabeth St. Pierre’s relentless reminders to become students of poststructuralism before using post qualitative inquiry in one’s scholarship. Drawing on Roland Barthes’s philosophy of reading, this paper deconstructs post qualitative inquiry’s deep relationship to reading in order to critique the way this genre at times risks falling for glamour of high theory and foundational misconceptions about poststructuralism’s interrogation of subjectivity.
Framed through Kenneth Burke’s famous parlor metaphor, this article considers how decisions related to citation are foundational to scholarly communication, with particular emphasis on qualitative research logics. Each citation decision implicates academicians in complex rhetorical and ethical situations that have material impact on other scholars, students receiving curriculum, and even existential notions related to the very survival of ideas. Believing that the texts we produce matter—both as objects of care and material constructions in themselves—this inquiry walks through theoretical and practical considerations for citation. Additionally, this article incorporates writing activities, and three writing artifacts from contributors, into the text to explore simple ways to play with citation in the classroom and research.
This article introduces a way of inquiry explored by Walter Benjamin in an effort to renew civilization by first investigating it and then re-writing it toward a better future. Recovering from the damage of World War I, and facing a coming World War II and Third Reich, Benjamin calls for mankind to declare bankruptcy with the present. Benjamin’s 1933 essay, “Experience and Poverty,” suggested taking civilization back to the drawing board, in the service of “changing reality rather than describing it” (p. 733), an uncanny desire to some present-day scholars who see our world as marked by gloomy prospects.
This article extends the conversation about post-qualitative inquiry into possible intersections with some of Walter Benjamin’s philosophies as described in his 1928 essay “One-Way Street.” This article explores three foundational concepts in post-qualitative inquiry, the ruptured image of thought, transgressive data, and writing away from conclusions, and then connects them to points of deep commensurability within “One-Way Street.” Furthermore, it argues that “One-Way Street” itself serves as an example of a post-qualitative project.
Though the Modern Language Association (MLA) is most known for their style guides, the MLA Guide to Undergraduate Research in Literature is part of a small collection of pedagogical treatises the MLA offers for literature and composition instructors, offering entry points to various foundations of most English coursework.
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