In qualitative research (QR), teaching is essential to the production and reproduction of knowledge both substantively and institutionally. Despite this, teaching QR has not received much scholarly attention. This Special Issue will address this problem by conceptualizing the teaching of QR as involving a set of transgressive practices that sustain and realize critical perspectives and practices in QR. It emphasizes that the teaching of QR is context specific and that what and how to teach need to be interrogated. The Special Issue includes two clusters of articles: (a) four full-length articles contributed by qualitative practitioners from the geopolitical South, aboriginal scholars within the Western core, and scholars in “scientific” fields in the core. It also includes (b) five shorter articles that address key concepts and/or principles of QR. As a catalyst, the Special Issue facilitates discussion and disrupts existing domination along the core–periphery, Aboriginal–non-Aboriginal, and science–social sciences divides.
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