E A St Pierre
Biographic Data
| ID | 38766 |
|---|---|
| NAME | E A St Pierre |
| GIVEN NAMES | E A St |
| FAMILY NAME | Pierre |
| SIGNATURE | PIERRE E A S |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-5585-8173 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 1198 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 15 |
Remembering Norman
In this brief essay, I offer reflection on Norman Denzin’s role as an academic activist in qualitative inquiry
A primer for post qualitative inquiry
Because post qualitative inquiry begins with the immanent ontology and concepts of poststructuralism, it cannot be another humanist empirical social science research methodology. This article includes discussions of the origin and ontology of post qualitative inquiry as well as its refusal of the human sciences' man and his methods
Reading for post qualitative inquiry
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 epistemol…
Poststructuralism and Post Qualitative Inquiry: What Can and Must Be Thought
St. Pierre argues that the immanent concepts and onto-epistemological arrangements of scholars we call poststructural, postmodern, posthuman, and other “posts” do not enable preexisting, conventional, humanist 20th-century social science research methodologies that are not immanent. For that reason, scholars are now inventing and teaching new approaches to inquiry based on old philosophies of immanence in which those methodologies cannot be thoug…
Reading: The long preparation for inquiry
This introduction to the special issue titled, "Reading: The Long Preparation for Inquiry," asks why reading has not been as prominent as writing in educational and social science research. The authors suggest reading may not seem as empirical as writing and so has been assigned fairly limited roles in the research process—reading for the literature review at the beginning of a research project and reading to review research reports at the end. R…
The End of the Dream: Postmodernism and Qualitative Research
This article revisits the use of postmodernist theory in qualitative research in education and related fields, where such ideas remain consigned to the “fringe”—or worse. What are the grounds for this ongoing refusal of “postmodernism”? How is postmodernism useful in our research and teaching? In this article, four senior women academics of various backgrounds, one or more of us identifying as Indigenous, Immigrant, White, Colored, monolingual, b…
The Lure of the New and the Hold of the Dogmatic
In this article, St.Pierre argues that the dualist Cartesian ontology of the human, social, empirical sciences, along with that ontology’s Cartesian cogito and its research methodologies, has produced a dogmatic image of thought it is difficult to escape. To produce the new that is not recognizable in that onto-epistemological arrangement, she suggests reading philosophy and studying philosophical concepts that cannot be applied to the world but …
Proclaiming the New: An Introduction
This introduction to a special issue of Qualitative Inquiry on “new approaches to inquiry” questions the need for preexisting social science research methodologies for inquiry that aspires to produce the “new,” that which is unrecognizable and incomprehensible in the Cartesian onto-epistemological arrangement that enables those methodologies. Quite a few contemporary scholars encouraged by the lure of the new have found “old” philosophies promisi…
Post Qualitative Inquiry, the Refusal of Method, and the Risk of the New
This article is a slight revision of a keynote lecture presented at the 15th International Congress of Qualitative Inquiry in Illinois in 2019. It argues that to experiment and create the “new” in post qualitative, post humanist, and other “new” forms of inquiry invented for the 21st century, social science researchers may well need to refuse conventional humanist social science research methodologies created for the problems of previous centurie…
Philosophy of education in a new key: Future of philosophy of education
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—a…
Why Post Qualitative Inquiry
This article explains that post qualitative inquiry is not a pre-existing humanist social science research methodology with research designs, processes, methods, and practices. It cannot be accommodated by nor is it another version of qualitative research methodology. It refuses method and methodology altogether and begins with poststructuralism, its ontology of immanence, and its description of major philosophical concepts including the nature o…
Postmodernism is not dead
I don’t agree that postmodernism and poststructuralism are dead, any more than are Platonism, Cartesianism, phenomenology, pragmatism, Frankfurt School critical theory, feminist theory, critical ra
Uma história breve e pessoal da pesquisa pós-qualitativa: "Em Direção À "Pós-Investigação
In this paper, the author explains her difficulty with the disconnect between the concepts and practices of "conventional humanist qualitative methodology" and postmodern and poststructural theories, especially the disconnect between their ontologies. She describes her own history as an academic researcher who studied humanist qualitative methodology and post theories simultaneously but separately, illustrating the too-common separation of qualit…
Writing Post Qualitative Inquiry
This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida's deconstruction, Foucault's historical approaches, and Deleuze and Guattari's experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preex…
Using Concept as Method in Educational and Social Science Inquiry
This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where …
Haecceity: Laying Out a Plane for Post Qualitative Inquiry
This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire
Deleuze and Guattari’s language for new empirical inquiry
This paper reviews Deleuze’s theory of language in Logic of Sense, and Deleuze and Guattari’s theory of language in A Thousand Plateaus. In the ontology informed by the Stoics described in those books, human being and language do not exist separately but in a mixture of words and things. The author argues that this flattened ontology of surfaces is incommensurable with the ontology of depth used in conventional humanist qualitative methodology an…
Writing as Method
Writing as a method of inquiry refers to a research practice of foregrounding and investigating how researchers construct knowledge about people, themselves, and the world by writing. This concept, introduced by Laurel Richardson (2000 [1994]) and developed by Elizabeth St. Pierre (Richardson and St. Pierre, 2005) and others, brings the idea that writing is thinking from the humanities to the social sciences
The posts continue: Becoming
This paper describes assumptions of representational logic and phenomenology that organize much of Enlightenment humanism and one of its knowledge projects, conventional humanist qualitative methodology. The author argues that the ontological critiques of “post” theorists, including Foucault, Derrida, Baudrillard, Lyotard, and Deleuze and Guattari, were set aside in favor of epistemological projects following World War II and that, in general, th…
Post-qualitative research
There are three aspects of this special issue that we as co-editors want to draw to your attention. The first is that we are, finally, “after” the decade of SRE able to ask what comes next for qual
Decentering Voice in Qualitative Inquiry
This paper deconstructs the concept voice, situating it in the same discursive formation as other concepts that organize conventional, interpretive qualitative inquiry, including presence, narrative, and experience. The author suggests that the overturning of an epistemology and methodology grounded in phonocentrism enables an inquiry that may no longer be recognized as “qualitative.”
Home as a Site of Theory: A Fragment
This paper explores the possibilities of doing and theorizing research in our home places rather than avoiding those sites. It considers how we may feel right at home in a place we've never been and, further, how we may inhabit many homes. Home becomes a site of theory, a site of identification, a site of rupture
Writing as Method
Writing as a method of inquiry refers to a research practice of foregrounding and investigating how researchers construct knowledge about people, themselves, and the world by writing. This concept, introduced by Laurel Richardson (2000 [1994]) and developed by Elizabeth St. Pierre (Richardson & St. Pierre 2005) and others, brings the idea that writing is thinking from the humanities to the social sciences
Standards of Evidence in Qualitative Research: An Incitement to Discourse
In a climate of increased accountability, standardization, federal control, and politicization of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. It concludes by identifying issues in and challenges to setting standards of evidence for …
Deleuzian Concepts for Education: The subject undone
(2004). Deleuzian Concepts for Education: The subject undone. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 283-296
Methodology in the fold and the irruption of transgressive data
In this essay the author identifies transgressive data- emotional data, dream data, sensual data, and response data- that are out-of-category and not usually accounted for in qualitative research methodology. She also attempts to identify the methods that produced those data. In addition, she suggests that if data are the foundation on which knowledge rests, it is important to trouble the common-sense understanding of that signifier in postfounda…
Post-qualitative research
There are three aspects of this special issue that we as co-editors want to draw to your attention. The first is that we are, finally, “after” the decade of SRE able to ask what comes next for qual
Poststructural feminism in education: An overview
Feminists in education increasingly use poststructuralism to trouble both discursive and material structures that limit the ways we think about our work. This overview of poststructural feminism presents several key philosophical concepts ? language; discourse; rationality; power, resistance, and freedom; knowledge and truth; and the subject ? as they are typically understood in humanism and then as they have been reinscribed in poststructuralism…
Writing Post Qualitative Inquiry
This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida's deconstruction, Foucault's historical approaches, and Deleuze and Guattari's experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preex…
The posts continue: Becoming
This paper describes assumptions of representational logic and phenomenology that organize much of Enlightenment humanism and one of its knowledge projects, conventional humanist qualitative methodology. The author argues that the ontological critiques of “post” theorists, including Foucault, Derrida, Baudrillard, Lyotard, and Deleuze and Guattari, were set aside in favor of epistemological projects following World War II and that, in general, th…
Standards of Evidence in Qualitative Research: An Incitement to Discourse
In a climate of increased accountability, standardization, federal control, and politicization of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. It concludes by identifying issues in and challenges to setting standards of evidence for …
Circling the Text: Nomadic Writing Practices
The sixth moment of qualitative inquiry demands that researchers rethink traditional definitions of ethical research practices. In addition, the crisis of representation demands that researchers rethink the function of writing in qualitative research. In this article, the author illustrates how she used Deleuze's ethical principles as well as Deleuze and Guattari's figurations of the rhizome, the fold, the nomad, and haecceity to address both of …
Deleuzian Concepts for Education: The subject undone
(2004). Deleuzian Concepts for Education: The subject undone. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 283-296
Why Post Qualitative Inquiry
This article explains that post qualitative inquiry is not a pre-existing humanist social science research methodology with research designs, processes, methods, and practices. It cannot be accommodated by nor is it another version of qualitative research methodology. It refuses method and methodology altogether and begins with poststructuralism, its ontology of immanence, and its description of major philosophical concepts including the nature o…
Using Concept as Method in Educational and Social Science Inquiry
This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where …
Haecceity: Laying Out a Plane for Post Qualitative Inquiry
This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire
Nomadic inquiry in the smooth spaces of the field: A preface
Framing this essay as a preface to a return to the field in order to collect more data for her study of the older, white southern women of her hometown, this researcher uses Laurel Richardson's (1994) concept of ''writing as a method of inquiry'' in order to revisit some of the places in which she has already done field work. By employing Deleuze and Guattari's (1980 1987) image of the nomad deterritorializing space, she revisits some of those sp…
Deleuze and Guattari’s language for new empirical inquiry
This paper reviews Deleuze’s theory of language in Logic of Sense, and Deleuze and Guattari’s theory of language in A Thousand Plateaus. In the ontology informed by the Stoics described in those books, human being and language do not exist separately but in a mixture of words and things. The author argues that this flattened ontology of surfaces is incommensurable with the ontology of depth used in conventional humanist qualitative methodology an…
The Call for Intelligibility in Postmodern Educational Research
Refusing Alternatives: A Science of Contestation
Taking issue with the narrow vision of science the federal government's demand for scientific-based research in education has produced, this article calls for an analysis of the power relations involved in this debate, an epistemological analysis of its politics, and resistance to its adverse effects on children and teachers in classrooms
Philosophy of education in a new key: Future of philosophy of education
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—a…
A primer for post qualitative inquiry
Because post qualitative inquiry begins with the immanent ontology and concepts of poststructuralism, it cannot be another humanist empirical social science research methodology. This article includes discussions of the origin and ontology of post qualitative inquiry as well as its refusal of the human sciences' man and his methods
The responsibilities of readers: Toward an ethics of responses
Postmodernism is not dead
I don’t agree that postmodernism and poststructuralism are dead, any more than are Platonism, Cartesianism, phenomenology, pragmatism, Frankfurt School critical theory, feminist theory, critical ra
Reading for post qualitative inquiry
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 epistemol…
Reading: The long preparation for inquiry
This introduction to the special issue titled, "Reading: The Long Preparation for Inquiry," asks why reading has not been as prominent as writing in educational and social science research. The authors suggest reading may not seem as empirical as writing and so has been assigned fairly limited roles in the research process—reading for the literature review at the beginning of a research project and reading to review research reports at the end. R…
Uma história breve e pessoal da pesquisa pós-qualitativa: "Em Direção À "Pós-Investigação
In this paper, the author explains her difficulty with the disconnect between the concepts and practices of "conventional humanist qualitative methodology" and postmodern and poststructural theories, especially the disconnect between their ontologies. She describes her own history as an academic researcher who studied humanist qualitative methodology and post theories simultaneously but separately, illustrating the too-common separation of qualit…
The Work of Response in Ethnography
The author uses the concept of “response” from literary criticism to examine the work of response in an ethnography with a group of older, white southern women in her hometown. Employing this concept from another discipline, she identifies two different kinds of response data produced in her study. The first is “member-check” data that she found disappointing—her participants did not convince her that she had “got it right.” The second is “imagin…
The responsibilities of readers: Toward an ethics of responses
Nomadic inquiry in the smooth spaces of the field: A preface
Framing this essay as a preface to a return to the field in order to collect more data for her study of the older, white southern women of her hometown, this researcher uses Laurel Richardson's (1994) concept of ''writing as a method of inquiry'' in order to revisit some of the places in which she has already done field work. By employing Deleuze and Guattari's (1980 1987) image of the nomad deterritorializing space, she revisits some of those sp…
Methodology in the fold and the irruption of transgressive data
In this essay the author identifies transgressive data- emotional data, dream data, sensual data, and response data- that are out-of-category and not usually accounted for in qualitative research methodology. She also attempts to identify the methods that produced those data. In addition, she suggests that if data are the foundation on which knowledge rests, it is important to trouble the common-sense understanding of that signifier in postfounda…
Circling the Text: Nomadic Writing Practices
The sixth moment of qualitative inquiry demands that researchers rethink traditional definitions of ethical research practices. In addition, the crisis of representation demands that researchers rethink the function of writing in qualitative research. In this article, the author illustrates how she used Deleuze's ethical principles as well as Deleuze and Guattari's figurations of the rhizome, the fold, the nomad, and haecceity to address both of …
The Work of Response in Ethnography
The author uses the concept of “response” from literary criticism to examine the work of response in an ethnography with a group of older, white southern women in her hometown. Employing this concept from another discipline, she identifies two different kinds of response data produced in her study. The first is “member-check” data that she found disappointing—her participants did not convince her that she had “got it right.” The second is “imagin…
Poststructural feminism in education: An overview
Feminists in education increasingly use poststructuralism to trouble both discursive and material structures that limit the ways we think about our work. This overview of poststructural feminism presents several key philosophical concepts ? language; discourse; rationality; power, resistance, and freedom; knowledge and truth; and the subject ? as they are typically understood in humanism and then as they have been reinscribed in poststructuralism…
The Call for Intelligibility in Postmodern Educational Research
Deleuzian Concepts for Education: The subject undone
(2004). Deleuzian Concepts for Education: The subject undone. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 283-296
Refusing Alternatives: A Science of Contestation
Taking issue with the narrow vision of science the federal government's demand for scientific-based research in education has produced, this article calls for an analysis of the power relations involved in this debate, an epistemological analysis of its politics, and resistance to its adverse effects on children and teachers in classrooms
Writing as Method
Writing as a method of inquiry refers to a research practice of foregrounding and investigating how researchers construct knowledge about people, themselves, and the world by writing. This concept, introduced by Laurel Richardson (2000 [1994]) and developed by Elizabeth St. Pierre (Richardson & St. Pierre 2005) and others, brings the idea that writing is thinking from the humanities to the social sciences
Standards of Evidence in Qualitative Research: An Incitement to Discourse
In a climate of increased accountability, standardization, federal control, and politicization of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. It concludes by identifying issues in and challenges to setting standards of evidence for …
Decentering Voice in Qualitative Inquiry
This paper deconstructs the concept voice, situating it in the same discursive formation as other concepts that organize conventional, interpretive qualitative inquiry, including presence, narrative, and experience. The author suggests that the overturning of an epistemology and methodology grounded in phonocentrism enables an inquiry that may no longer be recognized as “qualitative.”
Home as a Site of Theory: A Fragment
This paper explores the possibilities of doing and theorizing research in our home places rather than avoiding those sites. It considers how we may feel right at home in a place we've never been and, further, how we may inhabit many homes. Home becomes a site of theory, a site of identification, a site of rupture
The posts continue: Becoming
This paper describes assumptions of representational logic and phenomenology that organize much of Enlightenment humanism and one of its knowledge projects, conventional humanist qualitative methodology. The author argues that the ontological critiques of “post” theorists, including Foucault, Derrida, Baudrillard, Lyotard, and Deleuze and Guattari, were set aside in favor of epistemological projects following World War II and that, in general, th…
Post-qualitative research
There are three aspects of this special issue that we as co-editors want to draw to your attention. The first is that we are, finally, “after” the decade of SRE able to ask what comes next for qual
Writing as Method
Writing as a method of inquiry refers to a research practice of foregrounding and investigating how researchers construct knowledge about people, themselves, and the world by writing. This concept, introduced by Laurel Richardson (2000 [1994]) and developed by Elizabeth St. Pierre (Richardson and St. Pierre, 2005) and others, brings the idea that writing is thinking from the humanities to the social sciences
Deleuze and Guattari’s language for new empirical inquiry
This paper reviews Deleuze’s theory of language in Logic of Sense, and Deleuze and Guattari’s theory of language in A Thousand Plateaus. In the ontology informed by the Stoics described in those books, human being and language do not exist separately but in a mixture of words and things. The author argues that this flattened ontology of surfaces is incommensurable with the ontology of depth used in conventional humanist qualitative methodology an…
Using Concept as Method in Educational and Social Science Inquiry
This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where …
Haecceity: Laying Out a Plane for Post Qualitative Inquiry
This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire
Postmodernism is not dead
I don’t agree that postmodernism and poststructuralism are dead, any more than are Platonism, Cartesianism, phenomenology, pragmatism, Frankfurt School critical theory, feminist theory, critical ra
Uma história breve e pessoal da pesquisa pós-qualitativa: "Em Direção À "Pós-Investigação
In this paper, the author explains her difficulty with the disconnect between the concepts and practices of "conventional humanist qualitative methodology" and postmodern and poststructural theories, especially the disconnect between their ontologies. She describes her own history as an academic researcher who studied humanist qualitative methodology and post theories simultaneously but separately, illustrating the too-common separation of qualit…
Writing Post Qualitative Inquiry
This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida's deconstruction, Foucault's historical approaches, and Deleuze and Guattari's experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preex…
The End of the Dream: Postmodernism and Qualitative Research
This article revisits the use of postmodernist theory in qualitative research in education and related fields, where such ideas remain consigned to the “fringe”—or worse. What are the grounds for this ongoing refusal of “postmodernism”? How is postmodernism useful in our research and teaching? In this article, four senior women academics of various backgrounds, one or more of us identifying as Indigenous, Immigrant, White, Colored, monolingual, b…
The Lure of the New and the Hold of the Dogmatic
In this article, St.Pierre argues that the dualist Cartesian ontology of the human, social, empirical sciences, along with that ontology’s Cartesian cogito and its research methodologies, has produced a dogmatic image of thought it is difficult to escape. To produce the new that is not recognizable in that onto-epistemological arrangement, she suggests reading philosophy and studying philosophical concepts that cannot be applied to the world but …
Proclaiming the New: An Introduction
This introduction to a special issue of Qualitative Inquiry on “new approaches to inquiry” questions the need for preexisting social science research methodologies for inquiry that aspires to produce the “new,” that which is unrecognizable and incomprehensible in the Cartesian onto-epistemological arrangement that enables those methodologies. Quite a few contemporary scholars encouraged by the lure of the new have found “old” philosophies promisi…
Sociology (31 works) · Epistemology (26 works) · Philosophy (26 works) · Philosophy (16 works) · Psychology (16 works) · Social science (15 works) · Pedagogy (14 works) · Qualitative research (13 works) · Qualitative Research Methods and Ethics (13 works) · Political science (11 works)