Abstract
In this paper, the author reads current debates in “postqualitative inquiry” through the lens of critical pedagogy, in particular the work of Paulo Freire. The author argues that the field should more fully embrace “inquiry” as a basic disposition. In addition, the author suggests that reading postqualitative inquiry through critical pedagogy can help us to challenge reductive approaches to “data” while also allowing us to get on with our work of thinking and acting differently in the world—our work of inquiry.
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