Abstract
Ways of knowing in social sciences and educational research are sculpted by normative knowing of ways that are rooted in prescriptive histories of positivist and qualitative traditions. In this paper, by subscribing to what St. Pierre and Lather initiated as the “postqualitative movement”, we turn from tradition to re-search research praxis and nominate “Langar” (a Sikh cultural practice of congregational cooking and consumption) as an alternative site of knowledge creation and postqualitative resistance. We approximate Langar to establish a “research commune” in which we prepare a metaphorical meal of knowledge and argue that with its salient openness, enriching philosophy and non-hierarchical texture, Langar can inform educational research and bring into its fold some intriguing philosophical and processual dimensions that originate from varied cultural contexts. This can, herald into educational research, a newness that can potentially re-negotiate boundaries, re-order research norms and interrupt hierarchies to foster creative ways of knowing.
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