Teaching, Troubling, Transgressing
Abstract
The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more...
Paper Details
Title
Teaching, Troubling, Transgressing
Published Date
Dec 16, 2015
Journal
Volume
22
Issue
2
Pages
140 - 148
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