TY - JOUR
T1 - Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research
AU - Wolgemuth, Jennifer R.
PY - 2016/1/1
Y1 - 2016/1/1
N2 - In this article, I explore my fantasy qualitative classroom, one that promotes “paradigm driving,” rather than paradigm-driven research. I discuss how paradigm essentialism, ontologization, and idolization, although important to learning qualitative research, get in the way of creative, flexible, and ambiguous approaches to research design. I share strategies for disrupting these forces in the classroom. My exploration highlights the challenges of teaching with multiple epistemologies in mind. I conclude by welcoming failure as necessary to revise my ideals and to stave off the fascism involved in imposing a utopian fantasy and looking forward to how I will work with failure the next time.
AB - In this article, I explore my fantasy qualitative classroom, one that promotes “paradigm driving,” rather than paradigm-driven research. I discuss how paradigm essentialism, ontologization, and idolization, although important to learning qualitative research, get in the way of creative, flexible, and ambiguous approaches to research design. I share strategies for disrupting these forces in the classroom. My exploration highlights the challenges of teaching with multiple epistemologies in mind. I conclude by welcoming failure as necessary to revise my ideals and to stave off the fascism involved in imposing a utopian fantasy and looking forward to how I will work with failure the next time.
KW - qualitative research
KW - methodologies
KW - reforming the social sciences
KW - pedagogy
KW - training
KW - evaluating and extending
KW - qualitative methods
UR - https://digitalcommons.usf.edu/esf_facpub/168
UR - https://doi.org/10.1177/1077800415615621
U2 - 10.1177/1077800415615621
DO - 10.1177/1077800415615621
M3 - Article
VL - 22
JO - Qualitative Inquiry
JF - Qualitative Inquiry
ER -