Teaching Postqualitatively

Abstract

The purpose of this article is to explore how teachers, scholars, and mentors teach postqualitatively in diverse ways. Teaching postqualitatively does not easily conform with the delivery of set learning outcomes nor does it seek to measure learner progress or teaching quality in prescriptive and traditional ways. Rather, this kind of teaching could be seen as the task of the impossible and calls for the curious seeker and infinite learner, resembling art, craft, and creation. The more we attempt to describe and articulate how we have in the past, through literature and collective experiences, and how we could teach postqualitative research in the future, the more the inquiry practices and learning assemblages escape and disappear. We wonder what collective affects and practices are associated with teaching and learning postqualitatively and what speculative postqualitative practices of the futures may produce.