Passionate pleas for "passion please": Teaching for qualitative research

This article traces how the language of the authors' students jolted them i nto questioning their teaching of qualitative research. The authors discuss many of the inherent difficulties in trying to learn how to be a qualitati ve researcher as well as how to teach for qualitative research within a tec hnical and academic structure. The authors argue that academic control of r esearch has tamed desire and removed reality from everyday experience into a classroom conceived of and assessed by the maxims of modernity. Mindful o f these constraints, the authors believe that there are things that can be done to disrupt the effects of disciplinary power, emphasizing an emotional engagement involving desire, passion, and eros when teaching and learning for qualitative research.