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Abstract

This Special Issue focuses on the learning of qualitative research as a legitimate and productive site of inquiry with the potential to illuminate and advance pedagogical practices. Its three objectives were (1) empowering and giving voice to new generations of qualitative research practitioners, (2) facilitating dialogue across the divide between the teaching and learning of critical qualitative research, and (3) mapping out a space of knowledge production and accumulation in critical qualitative research. The Issue includes five articles written by junior scholars or graduate students with or under the supervision of their mentors/supervisors. From different angle and to varying degrees, they touch on the role of teacher in the teaching/learning, the emotional aspect of learning, and the institutional context within which the learning takes place.

Keywords

qualitative research mentorship learning qualitative research learning through writing institutional context

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References

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Learning Critical Qualitative Research

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