Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research
Document Type
Article
Publication Date
2016
Keywords
qualitative research, methodologies, reforming the social sciences, pedagogy, training, evaluating and extending, qualitative methods
Digital Object Identifier (DOI)
https://doi.org/10.1177/1077800415615621
Abstract
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Qualitative Inquiry, v. 22, issue 6, p. 518-525
Scholar Commons Citation
Wolgemuth, Jennifer R., "Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research" (2016). Educational and Psychological Studies Faculty Publications. 168.
https://digitalcommons.usf.edu/esf_facpub/168
