ABSTRACT
This book discusses how we, as instructors of qualitative inquiry, pause to question what “inquiry” is and how we teach it – and/or perhaps consider if it is even possible to teach “inquiry”. This project is needed and timely, in the growing neoliberal academy, which values prescription and repetition – the teaching of formulaic, recipe-like methods – over innovation, thinking differently, and engaging in research as a living-with others. The book considers a way of inquiring with/in/through etymology as a (re)etymologizing – to do etymology (we verb it) once more, afresh, anew (one meaning of prefix re-), as well as with frequentative or intensive force (another meaning of prefix re-), as well as with negative force (yet another meaning of the prefix re-). We believe that our inquiry/writing practices of (re)etymologizing align with and is inspired by poststructural and post qualitative writings on language and representation.
