Preparing Researchers to Conduct Interdisciplinary, Multi-method Qualitative Research

Abstract

In this paper I outline ideas for how qualitative research methods might be taught in ways that value difference, promote dialogue, and encourage graduates to engage actively in their disciplines to promote the benefits of qualitative inquiry, locally, nationally and globally. I argue for approaches to teach qualitative inquiry in ways that value (1) interdisciplinarity, in that teaching draws on multiple epistemologies and theoretical approaches to inquiry developed across disciplines; (2) diversity in methodological approaches, in that teaching explores multiple methods to respond to research questions that are continually subject to revision, innovation, and critical analysis; and (3) the knowledge and experiences that students bring to the classroom. The purpose of such an approach to teaching qualitative research is to facilitate spaces where students can grow into capable researchers who are multilingual in theory and methods and communicate across multi-faceted bodily and spatial difference. This is not easy work, and I present several issues we might consider in the teaching of qualitative inquiry. These include recognizing the emotional component in learning qualitative inquiry, experimenting with boundary crossing, moving from prescriptions to ambiguity, designing rigorous qualitative inquiry, dealing with change, and learning to speak to multiple audiences.