Sarah Bridges-Rhoads
Biographic Data
| ID | 6555548 |
|---|---|
| NAME | Sarah Bridges-Rhoads |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Bridges-Rhoads |
| SIGNATURE | BRIDGES-RHOADS S |
| AFFILIATIONS | Georgia State University, Atlanta, USA |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 4 |
Work/Think/Play in Doctoral Education
This article is the introduction to the special issue, "Work/Think/Play in Doctoral Education." Similar to its companion issue titled, "Work/Think/Play in Qualitative and Postqualitative Inquiry," the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doi…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
Philosophical Fieldnotes
What are philosophical fieldnotes? What do they do? How might they welcome thinking/being differently? How are they philosophical? What do they have to do with postqualitative and posthuman inquiries, if anything? In exploring these and other questions, this writing foregrounds uncertainty and embraces rhythms of thinking-in-writing over straightforward descriptions and streamlined theorizations. In so doing, philosophical fieldnotes affirm, and …
Math is in the Title: (Un)Learning the Subject in Qualitative and Post Qualitative Inquiry
An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against th…
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Writing Paralysis in (Post) Qualitative Research
In this article, the author takes up the page as a site of experimentation with/against/through paralysis. Struck by the (im)possibility of untangling and taming a deconstructing inquiry to 'write it up' as recognizable research, she writes, instead, to pursue previously unthought and unseen openings for thinking and doing qualitative work. The effect is an article that negotiates the tensions of doing qualitative research in the post(s) and ques…
Pursuing Responsibility: Writing and Citing Subjects in Qualitative Research
Similar to qualitative researchers who have troubled and been troubled by the impossibility of representing subjects, in this article, we focus on how our attempts to write subjects to excess-to remain open to unforeseeable data that proliferated as we wrote-"radically de-naturalize[ed] what [we'd] taken for granted" as qualitative researchers. Specifically, the unraveling of the humanist subject initiated the rupture of what we thought of as a p…
Beyond the Scope of this Paper: Troubling Writing Across Paradigms in Education Dissertations
While qualitative researchers include reflexive analyses about their research processes in publications, they are generally less forthcoming about their writing processes. Here we suggest that reflection on the thinking that happens in the writing process itself is a key analytic practice researchers can use to understand and transform the world. We invite readers to examine with us how productivity as a discourse in doctoral education relegates …
"As Cited In" Writing Partnerships: The (Im)possibility of Authorship in Postmodern Research
Despite that qualitative researchers have persistently positioned research as a collaborative endeavor, single-authorship is ultimately valued in the academy, producing tension between the expectation and (im)possibility of such single-authorship. In this article, we demonstrate how we attend to this tension by focusing on how our citational practices within the text and in authorship bylines enable us to continuously interrogate and deconstruct …
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Writing Paralysis in (Post) Qualitative Research
In this article, the author takes up the page as a site of experimentation with/against/through paralysis. Struck by the (im)possibility of untangling and taming a deconstructing inquiry to 'write it up' as recognizable research, she writes, instead, to pursue previously unthought and unseen openings for thinking and doing qualitative work. The effect is an article that negotiates the tensions of doing qualitative research in the post(s) and ques…
Philosophical Fieldnotes
What are philosophical fieldnotes? What do they do? How might they welcome thinking/being differently? How are they philosophical? What do they have to do with postqualitative and posthuman inquiries, if anything? In exploring these and other questions, this writing foregrounds uncertainty and embraces rhythms of thinking-in-writing over straightforward descriptions and streamlined theorizations. In so doing, philosophical fieldnotes affirm, and …
Pursuing Responsibility: Writing and Citing Subjects in Qualitative Research
Similar to qualitative researchers who have troubled and been troubled by the impossibility of representing subjects, in this article, we focus on how our attempts to write subjects to excess-to remain open to unforeseeable data that proliferated as we wrote-"radically de-naturalize[ed] what [we'd] taken for granted" as qualitative researchers. Specifically, the unraveling of the humanist subject initiated the rupture of what we thought of as a p…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
"As Cited In" Writing Partnerships: The (Im)possibility of Authorship in Postmodern Research
Despite that qualitative researchers have persistently positioned research as a collaborative endeavor, single-authorship is ultimately valued in the academy, producing tension between the expectation and (im)possibility of such single-authorship. In this article, we demonstrate how we attend to this tension by focusing on how our citational practices within the text and in authorship bylines enable us to continuously interrogate and deconstruct …
Beyond the Scope of this Paper: Troubling Writing Across Paradigms in Education Dissertations
While qualitative researchers include reflexive analyses about their research processes in publications, they are generally less forthcoming about their writing processes. Here we suggest that reflection on the thinking that happens in the writing process itself is a key analytic practice researchers can use to understand and transform the world. We invite readers to examine with us how productivity as a discourse in doctoral education relegates …
"As Cited In" Writing Partnerships: The (Im)possibility of Authorship in Postmodern Research
Despite that qualitative researchers have persistently positioned research as a collaborative endeavor, single-authorship is ultimately valued in the academy, producing tension between the expectation and (im)possibility of such single-authorship. In this article, we demonstrate how we attend to this tension by focusing on how our citational practices within the text and in authorship bylines enable us to continuously interrogate and deconstruct …
Pursuing Responsibility: Writing and Citing Subjects in Qualitative Research
Similar to qualitative researchers who have troubled and been troubled by the impossibility of representing subjects, in this article, we focus on how our attempts to write subjects to excess-to remain open to unforeseeable data that proliferated as we wrote-"radically de-naturalize[ed] what [we'd] taken for granted" as qualitative researchers. Specifically, the unraveling of the humanist subject initiated the rupture of what we thought of as a p…
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Writing Paralysis in (Post) Qualitative Research
In this article, the author takes up the page as a site of experimentation with/against/through paralysis. Struck by the (im)possibility of untangling and taming a deconstructing inquiry to 'write it up' as recognizable research, she writes, instead, to pursue previously unthought and unseen openings for thinking and doing qualitative work. The effect is an article that negotiates the tensions of doing qualitative research in the post(s) and ques…
Math is in the Title: (Un)Learning the Subject in Qualitative and Post Qualitative Inquiry
An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against th…
Work/Think/Play in Doctoral Education
This article is the introduction to the special issue, "Work/Think/Play in Doctoral Education." Similar to its companion issue titled, "Work/Think/Play in Qualitative and Postqualitative Inquiry," the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doi…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
Philosophical Fieldnotes
What are philosophical fieldnotes? What do they do? How might they welcome thinking/being differently? How are they philosophical? What do they have to do with postqualitative and posthuman inquiries, if anything? In exploring these and other questions, this writing foregrounds uncertainty and embraces rhythms of thinking-in-writing over straightforward descriptions and streamlined theorizations. In so doing, philosophical fieldnotes affirm, and …
Epistemology (9 works) · Sociology (9 works) · Qualitative Research Methods and Ethics (8 works) · Computer Science (7 works) · Social science (7 works) · Participatory Visual Research Methods (6 works) · Qualitative research (6 works) · Pedagogy (5 works) · Philosophy (5 works) · Psychology (5 works)