ABSTRACT
In terms of qualitative research, all of this (re)framing and emerging and dying generates such terms as "positivist qualitative methods" and "dominant postpositivist" or "conventional interpretive methodology" and "plain old ethnography". The chapter efforts to discipline qualitative research via standards and rubrics. It describes the Spencer Foundation report, issued in September, on preparation of education researchers, based on lessons learned from Spencer Research Training Grants. Critical ideas have become their own orthodoxy in "the reflexive turn" that is its own "best practice" and limit situation. Moving toward glimmers of alternative understandings and practices that give coherence and imaginary to whatever "post-qualitative" might mean, it explores new culture of method of breaking methodological routine by savoring critical edges, aporias, and discontents. Methodologically, this entails the use of tools, to visibilize activity on the land so as to learn "cosmological gaze in cartographic times" in order to see what can be sustained by a people who refuse to be governed by neoliberalism.
