Building on qualitative approaches, post-qualitative is a turn of “becomings,” never reached but always moving. Turning from and beyond established qualitative traditions, in the post-qualitative, we pursue the leads of St. Pierre and Lather to push qualitative boundaries and offer Langar – a Sikh cultural practice of collective cooking and consumption of a shared meal as an alternative site of knowledge creation. As part, we harness the philosophical virtues of Langar and utilise its resistive prowess to put forward a methodological footprint that turns from the qualitative yardstick of rigor-tested legitimisation of knowledge. We navigate the ontological turns to locate the post-qualitative determinants of Langar and argue for its methodological rightness that disclaim scientism-based warrantability of knowledge building and acceptance.


post-qualitative, Langar, becoming, rigor, scientism

Author Bio(s)

Dr. Kanwarjeet Singh is an early-career researcher working in the faculty of education, Monash University. His key research foci are post-qualitative, methodological innovations, pedagogies in education practice (particularly doctoral supervision), diaspora, and sociology of education (including social justice theories and cultural equity). Kanwar is a post-qualitative inquirer, an auto-ethnographer, a phenomenologist, and a narrative inquirer. Please direct correspondence to kanwarjeet.singh@monash.edu.

Professor Jane Southcott is an educator-researcher in the faculty of education, Monash University. She has keen interest in diasporic cultures, methodological newness, social justice, inclusion, and equity. Jane is a music educator, an autoethnographic writer, a phenomenologist, and a revisionist historian who traverses spaces of education, culture, and society and is now exploring post-qualitative domain. Please direct correspondence to jane.southcott@monash.edu.

Associate Professor Damien Lyons is a literacy expert in the faculty of education, Swinburne University. His research foci are literacy teaching and learning, diaspora, sociology of education, and post-qualitative. Damien is a hermeneutic phenomenologist, an auto-ethnographer and narrative inquirer now venturing into post-qualitative territory. Please direct correspondence to dlyons@swin.edu.au.

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