From our post qualitative kitchen: a Langar meal of knowledge

Singh, Kanwarjeet; Southcott, Jane; Lyons, Damien

doi:10.1080/09518398.2021.1982051

Cited by 3 publications

(4 citation statements)

References 27 publications

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“…The kitchen metaphor we use to apply Langar's legacy has served as a centre of social and political resistance in various cultural and historical contexts (Singh et al, 2021). Citing instances from the American antebellum era, Davis (1999) traces the Kitchen Legacy of African American women plantation slaves who redefined their kitchen space to exercise power and de-center the foundation of black authority.…”

Section: Building the Communementioning

confidence: 99%

“…This philosophy promotes openness, collaboration, sharing, and communal nutrition, allowing us to recognise, accept, and internalise the values, ideas, and presence of others. Langar philosophy encourages democratic thinking at individual and community levels, moulding ensuing actions (Singh et al, 2021).…”

Section: Shaping Langarmentioning

confidence: 99%

“…We unravel this entwinement to elucidate how a sometimes-distant cultural tradition like Langar could afford a practice which values such relationality. Previously we have explored the possibilities of emulating Langar as an alternative and postqualitative site of knowledge creation and methodological footprint (Singh et al, 2021). In the current piece, we further the functional aspect of Langar and test its methodological potential to act as a tool of doctoral pedagogical supervision.…”

mentioning

confidence: 99%

“…We define and critically reflect on the various components of Langar to share how ‘we’ as a research commune experienced our ongoing PhD journey. Communes are intentional communities of like-minded people (Kunz, 2020) who share common “values, beliefs, interests, ideologies … or living spaces” (Singh et al, 2021, p. 3) and voluntarily come together to realise common goals (Rubin et al, 2019) through collective decision making and shared responsibility (Roberts, 1971). To contextualise, we unfurl the current discussion in multiple layers and enkindle our curiosities by moving back and forth between ideas, experiences, narratives, notions, and concepts.…”

mentioning

confidence: 99%

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Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision

Singh

Southcott

Lyons

2022

International Journal of Qualitative Methods

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In research, particularly within the pedagogies of doctoral supervision, the significance of relational experiences is less explored and understood. Such relational aspects determine the nature and quality of the doctoral research output and are a crucial element of successful doctoral completions. A conscious assessment, estimation and management of the vulnerable sensibilities surrounding these relation fosters a deeper insight into the way student-researchers and supervisors experience their doctoral journeys. In this paper, to feature the importance of these relational experiences and to accentuate ideas and concepts for pedagogical change, my co-authors and I forsake the repetitious and employ Langar - a Sikh cultural practice of congregational cooking and consumption of a shared meal as a postqualitative methodological alternative. We utilise the innovative insights of Langar to reflect on our own research experiences and demonstrate the complexities of ‘becoming’ researchers to explicate how a sometimes-distant cultural practice could induce a shift in our research thinking. In context of methodological approaches, and within an educational framework, we argue that such a shift may instil freshness into the way doctoral journeys and cognate supervision pedagogies are viewed, navigated, and experienced. Methodological innovation, we submit, may occasion pedagogical transformation.

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Section: Building the Communementioning

confidence: 99%

Section: Shaping Langarmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision

Singh

Southcott

Lyons

2022

International Journal of Qualitative Methods

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Exploring Commensality in Sikh foodways

Rana

2022

Sikh Formations

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Being and becoming instrumental musicians and teachers: A post-qualitative exploration

Southcott

Bruin

2022

Front. Educ.

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In trying to understand the complex interplay between effective learning and personal experience in instrumental music education we look to our own histories of becoming instrumental performers trained in conservatoires. We seek a collective fusion of horizons of possibility to explore the relationships of musicians, both learners and teachers, with each other and their environments. We adopt the post-qualitative turn, as it offers space and place for simmering curiosities, introspections, evaluations, and yearnings. As pondering individuals, we question how we were pulled and prodded through the acquisition of instrumental expertise. We are a trumpeter and a clarinetist; we are performers. We are also music educators who both re-enact and resist what was given to us as gospel. We hope to find within our thick and layered experiences, understandings of the better teacher we hope to become. We look beyond our “training” to our becoming both musicians and pedagogues, a work that remains in progress. We offer this pathway to our students—how can we/they become the better music educator?

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From our post qualitative kitchen: a Langar meal of knowledge

Cited by 3 publications

References 27 publications

Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision

Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision

Exploring Commensality in Sikh foodways

Being and becoming instrumental musicians and teachers: A post-qualitative exploration

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