Theoretical essay explores enacting post qualitative inquiry in educational research, highlighting creative and disruptive alternatives to conventional representation.
Although the use of non/representational and post qualitative approaches remains far from mainstream, their uptake has contributed to enriching the research landscape by offering novel, disruptive, and creative insights into the phenomenon of education. In this collective essay, we explore what becomes possible when we not only write about non/representational and post qualitative research but enact it.
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Kruger et al. (2026) studied this question.
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