Perturbing Possibilities in the Postqualitative Turn: Lessons from Taoism (?) and "Ubuntu"

Autor/inn/en	Wu, Jinting; Eaton, Paul William; Robinson-Morris, David W.; Wallace, Maria F. G.; Han, Shaofei
Titel	Perturbing Possibilities in the Postqualitative Turn: Lessons from Taoism (?) and "Ubuntu"
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 6, S.504-519 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eaton, Paul William) ORCID (Robinson-Morris, David W.) ORCID (Wallace, Maria F. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1422289
Schlagwörter	Qualitative Research; Religion; Epistemology; African Culture; Ethnocentrism; Indigenous Knowledge; Philosophy; Buddhism; World Views; Humanism; Praxis + Suchen Sie Ihr Suchwort? Qualitative Forschung; Erkenntnistheorie; Africa; Culture; Afrika; Kultur; Ethnozentrismus; Philosophie; Buddhismus; World view; Weltanschauung; Humanismus
Abstract	Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa--progenitors of the west-termed postqualitative regime and seek to privilege the onto-epistemologies from which these concepts were culturally (mis)appropriated. More specifically, we explore the southern African philosophy of Ubuntu and Taoism from the East to transgress west. These oft-western denigrated indigenous philosophical concepts embody the postqualitative conceptual (mis)appropriations of entanglement, the inseparability of ontology and epistemology (onto-epistemology), and an ontological positionality of immanence--interpenetration--impermanence. Re-conceptualizing the postqualitative regime, we offer a "turn" to non-western indigenous ontologies illuminating African and Eastern philosophies pregnant with multiple possibilities for living-thinking-being ourselves, postqualitative research, and the world anew. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01