LAUSR

This article is the introduction to the special issue, “Work/Think/Play in Doctoral Education.” Similar to its companion issue titled, “Work/Think/Play in Qualitative and Postqualitative Inquiry,” the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doing (and learning to do) qualitative and postqualitative research. Instead, we hope the articles in this volume open up conversations about scholars’ work/think/play that goes beyond the scope of the dissertation study and contribute to the continuous re-creation of teaching, learning, and qualitative and post qualitative research.