Becoming With/In Flux: Pedagogies of Sustainment (POSt)
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | California State University, Los Angeles, USA, University of Missouri, Columbia, USA |
| ANO | 2020 |
| TIPO | Artigo |
| PERIÓDICO | Qualitative Inquiry |
| ISSN | 1077-8004 |
| E-ISSN | 1552-7565 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/1077800419874827 |
| CITAÇÕES | 1 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
e7c6c57a5eca0bfae09d5aa320b4d6f1
|
Resumo
This article responds to the query 'what do intra-active pedagogies produce?' Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research courses to consider the ethics of intra-active pedagogies and what emerges and diffracts through the becomings of scholars.