This book explores the possibilities of the relationships between theory and method as enacted in post-qualitative research. The contributors, based in Australia, Canada, the UK and USA, use theory and method to disrupt established traditions and create new and alternative possibilities for research in identity, agency, power, social justice, space, materiality, and other transformations. Using examples of recent and highly innovative research practices which meaningfully challenge taken-for-granted assumptions in education and social science, the editors and contributors open new ground for other ways of thinking about doing research in these fields. Major theoretical perspectives explored and applied include: posthumanism, poststructuralism, feminist theory, ecofeminism, new materialism, SF, and critical theory and the theorists drawn on include: Karen Barad, Gilles Deleuze and Felix Guattari, Mikhail Bakhtin, Donna Haraway, Michel Foucault, Judith Butler, Rosie Braidotti, Anna Tsing and Stacy Alaimo.

Immersive Cartography and Post-Qualitative Inquiry introduces immersive cartography as a transdisciplinary approach to social inquiry in an age of climate change and technological transformation. Drawing together innovative theories and practices from the environmental arts, process philosophy, education studies, and posthumanism, the book frames immersive cartography as a speculative adventure that gradually transformed the physical and conceptual architectures of a university environment. The philosophical works of Alfred North Whitehead, Gilles Deleuze, and Felix Guattari are touchstones throughout the book, seeding the development of concepts that re-imagine the university through a more-than-human ecology of experience. Illustrated by detailed examples from Rousell’s artistic interventions and pedagogical experiments in university learning environments, the book offers new conceptual and practical tools for navigating the ontological turn across the social sciences, arts, and humanities. Rousell’s wide-ranging and detailed analysis of pedagogical encounters resituates learning as an affective and environmentally distributed process, proposing a "trans-qualitative" ethics and aesthetics of inquiry that is orientated toward processual relations and events. As a foothold for a new generation of scholarship in the social sciences, this book opens new directions for research across the fields of post-qualitative inquiry, art and aesthetics, critical university studies, affect theory, and the posthumanities.

As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

Madness as Methodology begins with the following quotation from Deleuze and Guattari, ‘Madness need not be all breakdown. It may also be breakthrough.’ This quotation firmly expresses the book’s intention to provide readers with radical and innovative approaches to methodology and research in the arts, humanities and education practices. It conceptualises madness, not as a condition of an individual or particular being, but rather as a process that does things differently in terms of creativity and world making. Through a posthuman theorising as practice, the book emphasises forms of becoming and differentiation that sees all bodies, human and nonhuman, as acting in constant, fluid, relational play. The book offers a means of breaking through and challenging the constraints and limitations of Positivist approaches to established research practice. Therefore, experimentation, concept making as event and a going off the rails are offered as necessary means of inquiry into worlds that are considered to be always not yet known. Rather than using a linear chapter structure, the book is constructed around Deleuze and Guattari’s use of an assemblage of plateaus, providing the reader with a freedom of movement via multiple entry and exit points to the text. These plateaus are processually interconnected providing a focal emphasis upon topics apposite to this madness as methodology. Therefore, as well as offering a challenge to the constraining rigours of conventional research practices, these plateaus engage with topics to do with posthuman thinking, relationality, affect theory, collaboration, subjectivity, friendship, performance and the use of writing as a method of inquiry.

As a research methodology, walking has a diverse and extensive history in the social sciences and humanities, underscoring its value for conducting research that is situated, relational, and material. Building on the importance of place, sensory inquiry, embodiment, and rhythm within walking research, this book offers four new concepts for walking methodologies that are accountable to an ethics and politics of the more-than-human: Land and geos, affect, transmaterial and movement. The book carefully considers the more-than-human dimensions of walking methodologies by engaging with feminist new materialisms, posthumanisms, affect theory, trans and queer theory, Indigenous theories, and critical race and disability scholarship. These more-than-human theories rub frictionally against the history of walking scholarship and offer crucial insights into the potential of walking as a qualitative research methodology in a more-than-human world. Theoretically innovative, the book is grounded in examples of walking research by WalkingLab, an international research network on walking (www.walkinglab.org). The book is rich in scope, engaging with a wide range of walking methods and forms including: long walks on hiking trails, geological walks, sensory walks, sonic art walks, processions, orienteering races, protest and activist walks, walking tours, dérives, peripatetic mapping, school-based walking projects, and propositional walks. The chapters draw on WalkingLab’s research-creation events to examine walking in relation to settler colonialism, affective labour, transspecies, participation, racial geographies and counter-cartographies, youth literacy, environmental education, and collaborative writing. The book outlines how more-than-human theories can influence and shape walking methodologies and provokes a critical mode of walking-with that engenders solidarity, accountability, and response-ability. This volume will appeal to graduate students, artists, and academics and researchers who are interested in Education, Cultural Studies, Queer Studies, Affect Studies, Geography, Anthropology, and (Post)Qualitative Research Methods.

Qualitative researchers can now connect with participants online to collect deep, rich data and generate new understandings of contemporary research phenomena. Doing Qualitative Research Online gives students and researchers the practical and scholarly foundations needed to gain digital research literacies essential for designing and conducting studies based on qualitative data collected online. The book will take a broad view of methodologies, methods and ethics, covering: Ethical issues in research design and ethical relationships with participants Designing online qualitative studies Collecting qualitative data online through interviews, observations, participatory and arts-based research and a wide range of posts and documents. Analyzing data and reporting findings Written by a scholar-practitioner in e-learning and online academia with 15 years’ experience, this book will help all those new to online research by providing a range of examples and illustrations from published research. The text and accompanying materials will offer discussion and assignment ideas for ease of adoption.

Research methodology is as old as academia itself. Research methodology shifts in strategy as it crosses different disciplines and theories. This, too, is true with the shifting landscape of research opportunities and technologies available to global researchers. To achieve the most accurate and substantial research, it is important to be knowledgeable of emerging research methodologies. The Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines discusses the most recent global research innovations made across multiple fields. This anthology further discusses how these research methodologies can be applied to a variety of specific fields. Covering topics such as creative thinking, qualitative research, and the research method landscape, this book is essential for students and faculty of higher education, scientists, researchers, sociologists, computer scientists, and academicians.

This open access book covers the main issues, challenges and techniques concerning the application of qualitative methodologies to the study of migration. It discusses theoretical, epistemological and empirical questions that must be considered before, during, and after undertaking qualitative research in migration studies. It also covers recent innovative developments and addresses the key issues and major challenges that qualitative migration research may face at different stages i.e. crafting the research questions, defining approaches, developing concepts and theoretical frameworks, mapping categories, selecting cases, dealing with concerns of self-reflection, collecting and processing empirical evidence through various techniques, including visual data, dealing with ethical issues, and developing policy-research dialogues. Each chapter discusses relative strengths and limitations of qualitative research. The chapters also identify the main drivers for qualitative research development in migration studies. It is a unique volume as it brings together a multidisciplinary perspective as well as illustrations of different issues derived from the research experience of the recognized authors. One additional value of this book is its geographic focus on Europe. It seeks to explore theoretical and methodological issues that are raised by distinctive features of the European context. This volume will be a useful reference source for scholars and professionals in migration studies and in social sciences as well. The publication is also addressed to graduate and post-graduate students and, more generally, to those who embark on the task of doing qualitative research for the first time in the field of migration.

Qualitative Research Methods is a comprehensive, all-inclusive resource for the theory and practice of qualitative/ethnographic research methodology. Serves as a “how-to” guide for qualitative/ethnographic research, detailing how to design a project, conduct interviews and focus groups, interpret and analyze data, and represent it in a compelling manner Demonstrates how qualitative data can be systematically utilized to address pressing personal, organizational, and social problems Written in an engaging style, with in-depth examples from the author’s own practice Comprehensive companion website includes sample syllabi, lesson plans, a list of helpful website links, test bank and exam review materials, and exercises and worksheets, available upon publication at www.wiley.com/go/tracy