Abstract
Since 2011, I have taught a graduate course on qualitative data analysis. In recent years, I have expanded the course content in concerted efforts to expose students to postqualitative inquiry. Given how some researchers in sport and exercise psychology may perceive the “posts” (e.g., posthumanism, postfoundationalism) as too distant/abstract, in this presentation, the purpose is to provide a case example of how performative pedagogies can be used as training to inquire postqualitatively. In the graduate course, once students have been taught conventional analytical approaches (i.e., thematic analysis, interpretative phenomenological analysis, critique discourse analysis, narrative analysis), the rest of the semester is dedicated to the “posts”. The first few “post” classes expose students to fundamental principles (e.g., relationality, materiality, performativity), followed by alternative approaches to analysis (i.e., assemblage analysis, diffractive tracing). Students then engage in a performative pedagogical assignment called a “psychogeographic walk”, during which they must walk around the city (i.e., act of embodied movement) to experience the world’s material-discursive performativity. The walk gets students “out there” to learn on their feet and intra-act with the sights, sounds, smells, and textures (i.e., the rhythms of existence) in which they are entangled. During the walk, students gather artefacts (e.g., field notes, pictures, videos) which are used to create their “psychogeographic performance” (e.g., video montage, poem, picture collage) exemplifying what they have taken away from the assignment. Examples of students’ psychogeographic performances will be provided, followed by a discussion around crucial next steps for qualitative research in sport and exercise psychology.
