Presentación: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa

Autores/as

  • Fernando Hernández-Hernández Universidad de Barcelona, España
DOI: https://doi.org/10.6018/educatio.386981

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Calderón, N. y Hernández, F. (2019). La investigación artística. Un espacio de conocimiento disruptivo en las artes y en la universidad. Barcelona: Octaedro.

Deleuze, G. y Guattari, F. (1980/2004). A thousand plateaus: Capitalism and schizophrenia. Translated by B. Massumi. London: Continuum.

Gur-Ze’ev, I. (1998). Toward a nonrepressive critical pedagogy. Educational Theory, 48(4), 431-463.

Guttorm, H. y Hohti, R., Paakkari, A. (2015). Do the next thing. An interview with Elizabeth Adams St. Pierre on post-qualitative methodology. Reconceptualizing Educational Research Methodology, 6(1), 15-22.

Hernández y Hernández, F. (coord.) (2017). ¡Y luego dicen que la escuela pública no funciona! Investigar con los jóvenes sobre cómo transitan y aprenden dentro y fuera de los centros de Secundaria. Barcelona: Octaedro.

Jackson, A. Y. (2017). Thinking without Method. Qualitative Inquiry 23 (9), 666-674.

Jackson, A. Y. y Mazzei, L. (2008). Voice in qualitative inquiry. Challenging conventional, interpretive, and critical conceptions in qualitative research. Londres: Routledge.

Jackson, A. Y. y Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York: Routledge.

Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research. Methodologies without Methodology. London: Sage.

Koro-Ljungberg, M., Yendol-Hoppey, D., Smith, J. J. y Hayes, S. B. (2009). (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. Educational Researcher, 38(9), 687-699.

Lather, P. (1998). Critical pedagogy and its complicities: A praxis of stuck places. Educational Theory, 48, 511-519.

Lather, P. (2004). This IS your father’s paradigm: Governmental intrusion and the case of qualitative research in education. Qualitative Inquiry, 10, 15-34.

Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany, NY: State University of New York Press.

Lather, P. (2013) Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education, 26(6), 634-645, DOI: 10.1080/09518398.2013.788753.

Masny, D. (2013). Cartographies of becoming in Education. Theory and Practice. En D. Masny (Ed.), Cartographies of becoming in Education- A Deleuze-Guattari Perspective. (pp.3-16). Rotterdam: Sense.

Richardson, L. y St. Pierre, E. A. (2005). Writing: A method of inquiry. In N. K. Denzin yY. S. Lincolns (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 959-978). Thousand Oaks, CA: Sage.

Rogoff, I. (2010). Free. E-flux, 14. https://www.e-flux.com/journal/14/61311/free/

Sancho, J.M. y Hernández, F. (coord.) (2014). Maestros al vaivén. Aprender la profesión docente en el mundo actual. Barcelona: Octaedro.

St. Pierre, E. A. (2011a). A Brief and Personal History of Post Qualitative Research toward “Post Inquiry”. Journal of Curriculum Theorizing, 30 (2), 2-19.

St. Pierre, E. A. (2011b). Post Qualitative Research. The Critique and Coming After. En Norman Denzin y Yvonna S. Lincoln (eds.), The SAGE Handbook of Qualitative Research (pp.611-625). Los Angeles: SAGE.

St. Pierre, E. (2014). A Brief and Personal History of Post Qualitative Research Toward Post Inquiry. Journal of Curriculum Theorizing, 30 (2), 2-19.

St. Pierre, E. A. y Roulston, K. (2006). The state of qualitative inquiry: a contested science International Journal of Qualitative Studies in Education, 19(6), 673–684. DOI: 10.1080/09518390600975644

Publicado
15-07-2019
Cómo citar
Hernández-Hernández, F. (2019). Presentación: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa. Educatio Siglo XXI, 37(2 Jul-Oct), 11–20. https://doi.org/10.6018/educatio.386981