Teaching Qualitative Inquiry in the Era of the Big Tent

Abstract

Teachers of qualitative research tasked with conveying the complexity and diversity of paradigmatic difference to novice researchers face challenges, including how to convey complexity without misrepresenting topics, facilitating respectful and ethical dialogue among students, and finding sufficient time within the curriculum to examine multiple paradigms. This special issue presents articles that consider how teachers of qualitative inquiry envision and enact the teaching of qualitative research from a Big Tent perspective. These authors’ explorations of ways to pursue work with/across/within/against differences in worldviews and practices assume that this knowledge is critical for the preparation of the next generation of qualitative researchers who will engage in complex topics of inquiry that contribute to policy development and building just and equitable societies, as well as making theoretical and methodological advances.