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 doing (and learning to do) qualitative and postqualitative research. Instead, we hope the articles in this volume open up conversations about scholars’ work/think/play that goes beyond the scope of the dissertation study and contribute to the continuous re-creation of teaching, learning, and qualitative and post qualitative research.
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HsiungP. (2016). Teaching qualitative research as transgressive practices: Introduction to the special issue. Qualitative Inquiry, 22, 59-71.
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HughesH. E.Bridges-RhoadsS. (2013). Beyond the scope of this paper: Troubling writing across paradigms in education dissertations. International Review of Qualitative Research, 6, 103-125.
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HughesH.Bridges-RhoadsS.Van CleaveJ. (2018). Work/think/play in qualitative and post qualitative inquiry. Qualitative Inquiry, 24, 599-602.
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HughesH.Bridges-RhoadsS.Van CleaveJ. (2017). Work/think/play in qualitative and post qualitative inquiry. Qualitative Inquiry. Online first https://doi.org/10.1177/1077800417733499
JacksonA.MazzeiL. (2016). Thinking with an agentic assemblage in posthuman inquiry. In TaylorC. A.HughesC. (Eds.), Posthuman research practices in education (pp. 93-107). London, England: Palgrave Macmillan.
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TaylorC. A.HughesC. (Eds.). (2016). Posthuman research practices in education. London, England: Palgrave Macmillan.
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Van CleaveJ. (2012). Scientifically based research as a regime of truth: An analysis using Foucault’s genealogy and governmentality (Unpublished doctoral dissertation). University of Georgia, Athens.
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WaiteD. (2014). Teaching the unteachable: Some issues of qualitative research pedagogy. Qualitative Research, 20, 267-281.
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WolgemuthJ. (2016). Driving the paradigm: (Failing to teach) methodological ambiguity, fluidity, and resistance in qualitative research. Qualitative Inquiry, 22, 518-525.
