Workshops

Morning Session 8:30 AM -11:30 AM

Richard Siegesmund

Dewey’s Principles of Arts-Based Inquiry

In Art as Experience (1934), the American pragmatist John Dewey outlined a scope and sequence for arts-based inquiry. While Dewey maintained his ideas were applicable to all arts disciplines, this workshop will focus primarily on how the visual arts and visual cultural apply to both artistic research and arts-based research.  These examples will introduce and illuminate the key points to Dewey’s methodological framework for arts-based inquiry.  Dewey’s conception of deep, informed, aesthetic engagement with visual qualitative materiality also expands the scope of inquiry of other different arts-based methodologies as applied in disciplines such as education, art therapy, sociology, communication, health science, and anthropology. Through Dewey’s dual attention to sensory connoisseurship informed by both scholarly vision and artistic perception, it is possible to envision future possibilities of post-qualitative inquiry.

Prior to the workshop, participants will be invited to engage with one of Dewey’s principles by completing a visual investigation with their own personal digital device such as a camera, smart phone, or tablet. The resulting images will be uploaded to the workshop’s social media page. During the workshop, participants will then discuss and analyze the images they have created through the lens of Dewey’s principle to see how it illuminates the diversity of approaches to arts-based inquiry that have been employed.  This will allow for further discussion of how Dewey’s pragmatic theory could transfer to participants’ own research interests.

George Kamberelis & Alyson Welker

Focus Group Inquiry in Post-Qualitative Times

As new moments of qualitative inquiry emerge, so do the potentials of inquiry tools such as focus groups.   In post-qualitative inquiry space(s), focus groups become contingent, synergistic social formations that can catalyze dialogue in the service of transformative, emancipatory work.  This workshop is an introduction to the affordances and functions of focus groups in qualitative inquiry in post-qualitative times.  First, we explore the quasi-unique affordances of focus groups for inquiry, pedagogy, and activist work.  Second, we discuss effective focus group facilitation strategies for engaging in post-qualitative work.  Finally, we examine several focus group transcripts and creative artifacts to make visible and concrete how the affordances and functions of focus groups may be deployed for post-qualitative engagements and outcomes.  In this regard, we draw attention to how guerilla-like, naturally occurring communicative events like conversations, rallies, study groups, and protests can be recruited as models for rhizomatic focus group work for producing new discourses, knowledge, and practices that have consequential effects in the lives of participants.

Johnny Saldaña

Coding Qualitative Data: Beyond Indexing and Toward Insight

Coding is acknowledged as a classic qualitative data analytic method for investigating, through symbolic representation, core meanings of texts and visual materials. Most novices assign basic topic-driven nouns as codes to qualitative data, when richer and more nuanced coding methods can be applied to discern a participant’s motives, values system, emotions, and subjective experiences.

This workshop will focus on intermediate methods of coding qualitative data, such as In Vivo, Emotion, Values, Dramaturgical, Versus, and Causation Coding (taken from Saldaña’s The Coding Manual for Qualitative Researchers, 3rd ed., Sage Publications, 2016). These analytic methods and heuristics extend beyond mere topical indexing and categorization to explore the intricate processes and meanings of the case study, small group, and phenomenon.

Participants should have an introductory knowledge of qualitative codes and coding to enter at an intermediate level of workshop content. Sample interview texts will be provided for individual and whole class “hard copy” analysis and discussion.

Karen Staller & C. Deb Laughton (Publisher Guilford Publishing Company, Methodology & Statistics)

Publishing a Qualitative Study

Getting a qualitative article or book published is about more than simply doing the research, writing it up, and sending it off. It is a social process for which there are strategies in presenting your work to the journal editor or book publisher– and ways to craft your message to them– that greatly improve your chances of success.  Taught by a leading publisher of qualitative books and a leading journal editor, this workshop is designed to give you guidance on how to publish a qualitative study. Using instruction, brief exercises, and group discussion, this workshop will help you develop materials that will pique a publisher’s or editor’s interest and find the right home for your journal article or book.  Bring your book or article idea to be discussed.

Sharlene Hesse-Biber

Mixed Methods Research and the Next Generation Qualitative on-line Research Tools—Mobile Technologies, Research Apps and the Rise of “Big Data.”

This workshop provides a social transformational approach to research geared to those researchers working outside and within the academy who would like to learn more about how to integrate emergent methods and new technologies into their research in order to better address complex and critical social problems and issues. This workshop is especially useful to those working in highly turbulent environments where there is a need for a rapid research response that seeks to address a range of social crises.

We examine step-by-step how a qualitatively-driven mixed and emergent methods research model can tackle complex social issues. We will discuss how these technologies are challenging traditional divides between the on-line and off-line, ethnographic field and cyber-field. and data analysis, and the researcher and participant. The workshop examines the use of multi-platforms (such as phones, tablets, laptops, desktops), the rise of “big data” collection and “big analytics” that are changing the face of the research process in terms of how to conceptualize and implement this next generation of research.

We specifically explore “how to” infuse your research project with internet-mediated tools for data collection (such as mobile surveys; online ethnographic tools), data visualization, and data sharing. We introduce a range of emergent data analysis tools that allow the researcher to integrate computer-assisted software as well as multi-media analytical and data interpretation tools (such as GIS, internet and mobile technologies) into a mixed methods and emergent research project.

We demonstrate how using computer assisted software tools to analyze your data can be an excellent way to manage large numbers of qualitative text, audio, video and graphic data as well as still images. We will demonstrate how computer assisted software can carry out a grounded theory approach to the analysis of your data –from memo-ing to coding and retrieving your materials. It is also possible to conduct team work across geographical regions. We will use HyperResearch, an easy to learn user friendly computer-assisted software package that analyzes qualitative data (text, audio, video and graphics) as well as HyperTranscribe, a computer-assisted transcribing software tool (you can download a free demo of each product atresearchware.com).We will take up some advanced features of the HyperResearch and HyperTranscribe program (www.researchware.com) starting with the Hypothesis Tester and advanced coding and memo features, including the network diagramming. We will talk about transcription as a form of data analysis. In addition, we will demonstrate how HR software is used to integrate a mixed methods analysis and emergent methods analysis. Before the workshop meets we ask you bring a short reflexive memo that outlines your researcher standpoint– the set of values you bring to your research (for you to refer to and/or share with others, if you like). We will provide a didactic exercise on finding your data analysis standpoint.

Claudio Moreira & Marcelo Diversi

Decolonizing Classrooms and Epistemologies

This workshop is thoroughly grounded in the worlds of both the colonizer and colonized and it focuses primarily in the political space of a classroom. We, the authors situated between the world of northern academe and our southern origins, try to create a dialogue that works back and forth across Paulo Freire, Gloria Anzaldúa, Soyini Madison, Dwight Conquergood, Linda T. Smith, Third World feminisms, Indigenous Methodologies and Though, Postcolonialism and Decolonization. This workshop evokes the form of a manifesto, an invitation to indigenous, non-indigenous, betweeners, and allied scholars to think through the implications of connecting theories of decolonization and the postcolonial and indigenous epistemologies with emancipatory discourses, critical theory, critical pedagogy and/in performance.

It is designed around the central idea of co-constructing, with students in higher education, a dialogical collaboration in the processes of interpretation and production of decolonizing scholarship. We, facilitators and participants, will share our humble, and humbling, experiences with resisting colonizing rituals (e.g., use of titles and other power markers), exploring decolonizing possibilities of being (e.g., unconditional human rights), and with critiquing teaching while teaching. We believe that decolonizing methodologists, can—in concert with indigenous methodologies—speak to oppressed, colonized persons living in postcolonial situations of injustice: women of all colors, situations, and ethnicities; queer, lesbian, transgendered individuals; Aboriginal, First Nation, Native American, South African, Latin American, Pacific and Asian Islander persons. We seek the utopia of social justice and see this workshop as an opportunity to share our decolonizing imagination and to learn from others’. At the end, we hope participants will have new language, narratives, and ideas for advancing decolonizing pedagogies from within our colonizing educational system.

Reference

Diversi, M., & Moreira, C. (2009). Betweener Talk: Decolonizing Knowledge Production, Pedagogy, and Praxis. Left Coast Press.

Jerry Rosiek and Jimmy Snyder

Indigenous Philosophy and Posthumanism: Connections and Productive Methodological Divergences

Posthumanist scholarship offers that it is neither adequate to think of our research being conducted on stable objects passively awaiting accurate representation, nor as if those objects are “social constructions” whose boundaries are determined entirely by human activity.  Instead, this literature offers that it is more accurate to think of the objects of our studies as active non-human agents that by their nature cannot be adequately captured by a single methodological practice.  “Post-humanism” refers to a moment when we quit thinking of humans as the only, or even primary, ontological agents in the world.

Posthumanism is often presented as a new philosophical development. This is, to some extent, accurate. Within certain disciplinary boundaries interest in non-human agency it is a relatively new idea. However, it is not new in a global sense. North American indigenous traditions of thought have long employed conceptions of non-human agency as a component of its ontological and ethical theories.  Many indigenous traditions of thought also treat epistemology and ontology as mutually co-constituted by framing ways of knowing as inextricably linked to ways of being.

This workshop starts with the premise that it is politically problematic to advocate for a greater emphasis on the interrelation of ontology, epistemology, and ethics as well as non-human agency as if these philosophical framings of the world are a “new.” Acting as if these philosophical views are newly discovered simply recapitulates the ongoing processes of colonialist erasure of the substance and sophistication of indigenous culture and thought.

In the workshop we will review the indigenous studies literature and catalogue several ways indigenous scholars have conceptualized non-human agency.  This will include, but not be limited to land having agency, objects having agency, animals having agency, and stories having agency.  Our purpose will be to draw out similarities and differences in the way non-human agency is conceptualized both within indigenous philosophy and in contrast to Eurocentric versions of posthumanist philosophy.   Participants will leave with an extensive bibliography of both literatures as well as a framework for thinking about their relation

Pirkko Markula

Foucault and Deleuze’s Methodologies for Qualitative Research on the Material Moving Body

Following the posthumanist turn, the material body has become a central feature of social science analysis. In this workshop, we will explore how Foucault and Deleuze’s poststructuralist tool kits can be used to understand how the body moves and what movement does. We will begin by reviewing Foucault’s concepts of discursive formation and disciplinary techniques. We will then examine the possibilities of expanding the cultural limitations of embodied experiences through Deleuze’s emphasis on what the body can do. Through a number of specific examples and activities, we will explore the construction, limitations, and force of the moving body. These activities should help illustrate the possibilities, but also the boundaries, of using a poststructuralist tool kit to study the moving body within neoliberal society.

Mirka Koro-Ljungberg & Jasmine Ulmer

“Extend your d…a…t…a…”

This workshop problematizes conventional conceptualizations of data as known, familiar and inert objects, in order to imagine more complex, creative, and critical engagements with data in the conduct of inquiry. The participants will be invited to share their own data and to work with examples and activities provided by the organizers. We will consider how recent developments in theory and methodology, such as the ‘new materialisms’, performance studies, post-qualitative approaches, are enabling us to rethink our habitual assumptions about data. Attendees will engage with different data flows, as part of a joint effort to push normative boundaries limiting the infinite possibilities of data. We will also collectively question the functions of data within participants’ research projects through individual re-imagining and collective re-working activities. We encourage participants to get provoked by theory, play, and creativity to see what might become possible. Where might d…a…t…a go?

References:

Koro-Ljungberg, M., MacLure, M., & Ulmer, J. (2018). D…a…t…a…, data++, data, and some problematics. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed.), (pp. 462–484). Thousand Oaks, CA: Sage.

Koro-Ljungberg, M., Löytönen, T., & Tesar, M. (forthcoming). Introduction: Multiplicities of data encounters. In M. Koro-Ljungberg, T. Löytönen, & M. Tesar (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric. New York, NY: Peter Lang.

Arthur Bochner & Carolyn Ellis

Writing Autoethnography and Narrative in Qualitative Research

This workshop will focus on writing personal narratives and reflexively including researchers’ selves and their interaction with participants in ethnographic projects. Topics covered will include: narrative truth; ethics; developing scenes, characters, conversation, and dramatic action; writing vulnerably and evocatively; truth and memory; writing as inquiry; interactive interviews and co-constructed narratives; evaluating and publishing autoethnography.

James Joseph Scheurich

The Ontology of Whiteness: Critiquing White Supremacy

1.2794. It is critically important for this session that you know that I am a white male professor. He/his/him.

23.09978. This workshop will be discussion oriented. Hopefully, we will sit in a circle so we can all see each other.  Drawing from bell hooks and Paulo Freire, I believe that openly and deeply hearing each other, changes who we are, that we grow from just hearing each other.  Hopefully, we will all speak and be heard. Accordingly, at the beginning I will mention that we all need to share the talking space, with no one dominating that space and everyone talking if possible.

In addition, while I hope this will be a caring space, it will not be a safe space.  The call for safe spaces is a call for whiteness to reign. Typically, only white people get “safe spaces.”  Many folx of color, including scholars of color, point out that folx of color are rarely able to feel space, especially in those spaces where white people feel safe.

Hopefully, we will have difficult conversations. Hopefully, there will be disagreements, perhaps even anger expressed.  Hopefully, we can, in our effort and commitment to move toward a world not dominated by white supremacy, be open and honest, willing to expose our own white racism.  I certainly commit to doing this about my own.

423.88888. We will start with a discussion of what is social ontology, what is the nature of the social ontology within which we live, and what is the ontology of whiteness.

7,209.6497. We will discuss our own involvement and participation in whiteness, white racism, and white supremacy.  We will discuss what it means to live inside the ontology of whiteness. We will struggle to be open and vulnerable even if not “safe.”

9,999.99999.  Read, if possible, some or all of these books prior to the session: Cheryl Matias, Feeling white: Whiteness, emotionality, and education; Barbara Applebaum, Being good, being white: White complicity, white moral responsibility, and social justice pedagogy; George Yancy, Black bodies, white gazes: The continuing significance of race and White self-criticality beyond anti-racism: How does it feel to be a white problem?; Zeus Leonardo, Race, whiteness, and education; Robin DiAngelo, White fragility. The International Journal of Critical Pedagogy, 3(3), 2011; James Joseph Scheurich, Anti-racist scholarship: An advocacy, especially chapters 1 and 2

Melisa Cahnmann-Taylor

Finding Your Voice & Writing the “Not Me”: Rigorous Wonder in Creative Qualitative Inquiry

As a scholartist who works with ethnography, poetry, and theatre, I will guide our group’s review of the affordances, risks, and ethics of both writing in the “not me” and finding one’s own voice in creative, qualitative writing.  Participants will become acquainted with a small tribe of poetic anthropologists who form part of the movement for “humanistic anthropology.” Inspired by the work of “antropoetas” such as Kusserow (“Hunting Down the Monk,” 2002; “Refuge,” 2013), Stone (“Stranger’s Notebook,” 2008), Rosaldo (“The Day of Shelly’s Death: The poetry and ethnography of grief,” 2013), and Faizullah (“Seam,” 2014), we consider the affordances of socially informed art and artfully informed social science. Sharing examples of “flash (ethnographic) fiction,” “persona poems” and “dramatic monologues,” we discuss how writing in forms may shape greater connections to the diversity of what it means to be human as well as connections to animal, vegetable, and mineral worlds.  Participants will consider aesthetics to be illuminated through ethnographic tools and techniques of participant observation, taking fieldnotes, designing and recording interviews, and selective transcription, as well as strategies to ground “deep theory” in sensory images and resonant detail.

The practice of rigorous wonder in creative qualitative inquiry affords new opportunities for gaining access to others’ stories, in ways that subscribe to public, ethical, aesthetic, and scientific “goodness.” Participants will review contents in the forthcoming second edition of Arts-Based Research in Education (Cahnmann-Taylor & Siegesmund, 2008; In Press), stirring one another with resonant knowing as we discuss four principles when engaging in creative inquiry (Cahnmann-Taylor, In Press).

  • The Principle of Social Commitment and Public Good
  • The Principle of Attribution, Subjectivity and Ethical Good
  • The Principle of Impact and Aesthetic Good
  • The Principle of Translation to Scientific Good

Participants are encouraged to bring one page of writing to share with others in the workshop to apply our principles to best practice with humility, creativity, and care.

www.teachersactup.com

Christopher N. Poulos

Writing Qualitative Inquiry: Embracing the Mystery

This workshop focuses on the richness and mystery of qualitative research, with an emphasis on how to find your way through the morass of questions, experiences, events, data, and oddities that arise during the research process. We will work on 1) the craft of writing qualitative inquiry (finding the story in the data); 2) searching for relevance, richness, resonance, and reflexivity in your research; 3) writing ethnographic and other qualitative texts as a means to personal, relational, and social change; 4) seeking vigorous and intriguing ways to analyze/interpret your field notes, journals, interview transcripts, etc.; and 5) balancing structure and improvisation in the crafting of texts, performances, and other expressions of research. We hope to help you begin answering the question: What is qualitative inquiry for? What and whom does it serve, and how? Ample time will be devoted to workshopping your written work.

 

Afternoon Session: 12:30 PM – 3:30 PM

 

Liora Bresler

Lessons from the arts to qualitative research: Working with resonance, dialogic relationships, and the interplay of knowing and unknowing

This workshop will explore the pedagogical power of the arts in cultivating empathic understanding through a dynamic exploration of distances.  Using museum pieces at the UIUC Spurlock Museum, we will explore how engagement with an art work/museum piece provides an experience of heightened observation, interpretation, contextualization, and conceptualization that is analogous to the qualitative research experience.  Workshop participants will participate in exercises typically conducted in a qualitative research methods course.  This workshop is suitable for those wishing to improve their skills in qualitative observation or those considering pedagogical exercises to include in their own research methods courses.

Meeting at the (inside) entrance of the Spurlock Museum on South Goodwin (easy walking distance from the Illini Union).

For those who would like to walk together from the Union, I will meet people at the Illini Union Hotel Registration area at 12:10.

Lisa A. Mazzei & Alecia Y. Jackson

Ontological Practices in Qualitative Inquiry

This workshop will explore the power of philosophical concepts as generative devices operating within the realm of the empirical. Such a shift prizes the power of philosophy within the social sciences, not simply as a practice of reflection or interpretation, but as the art of concept creation, mutation, and intervention. Concepts are thus not dematerialized abstractions, but immanent within the field of experience. Rather than treating concepts as waiting to be extracted from the empirical field, we will provide modeling through a discussion of exemplars in order to encourage workshop participants to think about their own projects.  We hope to animate inquiry that begins with concepts, mapping their ontogenetic and generative properties.

The workshop will focus on the following:

  • A consideration of the potential of philosophical concepts as generative in empirical research generally, and qualitative inquiry specifically.
  • Examples of what rethinking the relationship between concepts and method might produce for inquiry.
  • A deconstruction of the limits and possibilities presented by concepts in a variety of disciplines.
  • Implications for challenging methodological orthodoxy within social science empiricism.

Kathy Charmaz

Grounded Theory Methodologies for Social Justice Projects

This workshop session introduces ways to use grounded theory methods to study social justice issues. Grounded theory methods consist of flexible guidelines to adopt, alter, and fit particular research problems, not to apply mechanically. With these guidelines, you expedite and systematize your data gathering and analysis. These methods and the area of social justice are treated as serving mutually complementary purposes. Grounded theory methods can assist social justice researchers in making their work more analytic, precise, and compelling. A focus on social justice can help grounded theorists to move their methods into macro analyses. Major grounded theory strategies will be presented with suggestions about how use them to spark fresh ideas about data. Familiarity with grounded theory methods is helpful but is not necessary. The work session covers an overview of basic guidelines and includes several hands-on exercises. If you have collected some qualitative data, bring a completed interview, set of field notes, or document to analyze. If you do not have data yet, we will supply qualitative data for you. If you prefer to use a laptop for writing, bring one, but you can complete the exercises without a computer.

Tami Spry

From Body to Paper to Stage: A Methodology for Writing and Performing Autoethnography

“Experiencing language as a transformative force was not an awareness that I arrived at through writing. I discovered it through performance”

– bell hooks, Remembered Rapture: The Writer at Work

Why perform autoethnography? What is the pedagogical or epistemological gain? You do not need performance experience or have any intention of performing to engage performative autoethnography as methodology of research and knowledge construction. In composing performative autoethnography, performance is used as a method to activate our awareness of the body’s involvement with and relationship to others in culture, thus it is intimately heuristic whether or not one intends to perform the autoethnography. This workshop provides a methodological introduction to performative autoethnography, blending three elements—the lived body, the body on the page, and the body in performance. The composition and performance process continually forms and reforms the body, the body of the text, the text of the body, and ultimately offers a deep and intimate understanding of self/other/culture. Performative autoethnography is a methodology available to all people regardless of any previous theatrical experience.

Ron Pelias

Performative Writing Workshop

The workshop is designed to help participants think through what constitutes performative writing and to apply that thinking to their own work. The workshop will address how texts can perform on the page, how performative writing stands in relationship to other qualitative methods, how particular writing strategies can be deployed to make a text perform, how to manage ethical concerns that emerge in performative writing, and how experience, rendered evocatively, functions as evidence. The participants will have an opportunity to engage in performative writing through a series of planned exercises that will demonstrate the power of performative writing techniques. The workshop is open to all who have an interest in performative writing as a method.

Roe Bubar, Elizabeth Fast, Margaret Kovach, Warren Linds, Virginie Magnat, Shawn Wilson

Aspects and Ethics of Indigenous Methodologies

Indigenous knowledges, methodologies and ways of being hold the potential to offer researchers alternative approaches to research involving Indigenous communities. This session will explore several dimensions of Indigenous methodologies that may be useful to researchers who are considering these approaches. Through knowledge sharing, dialogic interaction and performativity, participants will be encouraged to explore aspects of Indigenous research processes that serve research in ethical ways. This session will be facilitated by a collaborative group of individuals with experience working with Indigenous knowledges, methodologies and ways of being. To that end this session is expected to work within Indigenous timeframes which may extend beyond place and time as we journey into our relationships with each other and touch base with our ancestor Papatūānuku (Mother Earth) and her sacredness. All are welcome to participate in the workshop as well as the option of any extensions of place and time.

Anne Kuckartz

Qualitative Data Analysis (QDA) – enhanced outcome by software support. A hands-on introduction to MAXQDA.

Can you do a state of the art qualitatative data analysis without using software? Sure! But: Using a software will broaden up the potential of the analytic outcome and bring it up to a new level of transparency , plausibilty and sophistication.

This workshop will show you how to use and benefit from the power of a computer program without letting the software stand in the way of your analytical process.

The hands-on workshop will give a deep insight into MAXQDA. At the end of the workshop you will not only know how to use serendipity tools in order to enhance dramatically the “harvest” from your data; you will also be able to perform all basic elements of a state-of-the-art qualitative data analysis: Starting with importing your data, which can be texts, audio-video files, pictures, PDF docs, setting up a code system, (re)arrange codes according to the changes throughout the analytical process, assigning codes to text segments, writing memos, attaching them to your documents or codes, label, link and manage memos so that you are always ready to get back to each of your notes immediately, perform searches (simple and complex) and finally to present results of your analysis in a clear and convincing way.

Participants should bring their own laptops. If you do not have access to a laptop or have any questions about the workshop, please feel free to contact us at maxworkshops@maxqda.com

Bronwyn Davies

Working with memory in collaborative research groups

In this workshop we will work with memory stories. We will explore the nature of memory and of story-telling, and pay particular attention to the act of listening—the material, epistemological and ethical nature of it. Participants will generate their own memories on a topic nominated by the collective participants. They will each tell their story, write it down and read it out, avoiding clichés and explanations. The participants will explore with each story-teller the memory that is being put into words in the telling/writing/listening/reading process. We will discuss the move from reflexivity to diffraction that occurs in this process.

Background reading: Davies, B. and Gannon, S. (2013) Collective biography and the entangled enlivening of being. International Review of Qualitative Research 5(4) 357-376

Website: bronwyndavies.com.au

 

Jan Morse & Julianne Cheek

Qualitatively-driven mixed and multiple method designs

While mixed- and multiple-method designs have given a new interest and legitimacy to qualitative inquiry, the role of qualitative methods is not appreciated and often mis-represented. In this workshop, I will discuss the significance of respecting the theoretical drive in qualitatively-driven designs and the contribution(s) of qualitative methods to the project as a whole. Confusion about theoretical drive arises if the researcher does not consider the theoretical contribution of qualitative component, but rather considers “contribution” to be the amount of work required for each component or even the pacing of the project. By diagramming the study components, and listing the outcomes of each component, the researcher does not to lose sight of the original aims, enables the use of dynamic reflexivity, and the evaluation of results as the study progresses.

Patrick Lewis, Karen Wallace and Joseph Naytowhow

Storytelling as Research/Research as Storytelling

Story is one of the principal ways that humans make sense of experience. We live in story our desire for narrative understanding and reworking our narrative imaginations has no known boundaries. Story is how we are/think the world. Story then has both ontological and epistemological implications.

In discussing the difference between information and story, Walter Benjamin (1973), remarked, “a story is different. It does not expend itself. It preserves and concentrates its strength and is capable of releasing it even after a long time” (p. 90). Furthermore, “stories in Indigenous epistemologies are disruptive, sustaining, knowledge producing, and theory-in-action. Stories are decolonization theory in its most natural form.” (Sium & Ritskes, 2013, p. II). Where are the places and spaces for storytelling in research?

This workshop explores storytelling in both Aboriginal and non-Aboriginal traditions and how it might be used in research practices. Through storytelling, story and meta-story the workshop will endeavour to guide participants toward a deeper appreciation of storytelling in the performance of research. As Elder Joseph Naytowhow notes “Storytelling/ Atayohkewin when embodied will create a reverberation with fellow humans. My story then becomes a living spirit experienced and felt by the spirit of the whole. Ekosi îhiytwiyan ( this is my spoken word), Kamiyokesikankesikaw Pimohtew”.

References

Benjamin, W. (1973). The storyteller. In H. Arendt (Ed.), (Harry Zohn, Trans.), Illuminations (pp.83 109) London: Fontana/Collins.

Sium, A. & Ritskes, E. (2013) Speaking truth to power: Indigenous storytelling as an act   of living resistance. Decolonization: Indigeneity, Education & Society, 2(1),I-X.

Michael Van Manen

Phenomenology of Practice

Phenomenology is a human science research methodology dedicated to the original maxim: to the things themselves! The aim is to explore, describe, and interpret the lived world as experienced in everyday situations and relations. It is a textual form of inquiry, investigating and expressing in rigorous and rich language phenomena and events, as they give themselves in lived experience. We will explore the promise of phenomenology for professional practice, and the kind of unique knowledge that phenomenological inquiry may produce. It is hoped that participants will develop an understanding, in the context of their own research questions and practices, what are the possibilities for a rigorous and valid phenomenological study.

A phenomenology of practice comprises a range of possible methodical orientations for doing research. We will pay special attention to some vocative features such as anecdote, example, image and pathic possibilities; and focus on the necessary preconditions for doing phenomenological analysis. Various hands-on activities will be incorporated into the workshop with the aim that participants will gain not only a theoretical but also a practical understanding of doing phenomenology. Obviously we will be limited by time constraints. However, on this website we make available some readings that may be of interest to you (but meant for longer seminars). <http://www.maxvanmanen.com/seminar/> Click on any link to read or download the item. Near the bottom of the page there is also a Canadian University Library online link that enables downloading the book “Childhood’s Secrets.”

Sarah J. Tracy

Eight “Big-Tent” Criteria for Creating Quality in Qualitative Research

Despite great strides in the last 20 years, qualitative research continues to face challenges and questions about its worth and quality from a variety of audiences (e.g., committee members, research reviewers, funding agents).

In this workshop, participants will be given resources to communicate the value of qualitative research and practice methods for developing quality in their own scholarship based upon Sarah Tracy’s model of 8 “big tent criteria”. These include: (1) worthy topic, (2) rich rigor, (3) sincerity, (4) credibility, (5) resonance, (6) significant contribution, (7) ethics and (8) meaningful coherence. Along the way, we will discuss how quality can be achieved in different ways across various paradigmatic approaches, and how to communicate to powerful gatekeepers that typical criteria for quantitative research (e.g., validity, reliability, generalizability, and objectivity) are inappropriate for qualitative research.

This workshop is ideal for students, researchers, grant-writers, instructors, editors, and evaluators of qualitative methods—both those new to these areas as well as those who are experienced. This eight-point big-tent conceptualization offers a useful pedagogical model, a guide for evaluation, and a common language of qualitative best practices that can be recognized as integral by a variety of audiences.

Participants will learn to:

  • Craft a topic that is heard as relevant, timely, significant and interesting to core audiences
  • Create rich rigor through using sufficient, abundant, appropriate, and complex theories, data, constructs, and analysis processes
  • Communicate sincerity by being self-reflexive and transparent
  • Mark credibility through thick description, triangulation, crystallization, multivocality, and member reflections
  • Fashion resonant research that influences and moves audiences through aesthetic representation, naturalistic generalization, and transferable findings
  • Develop a significant contribution—theoretically, practically, morally, methodologically, and heuristically
  • Practice qualitative ethics–including procedural, situational, relational, and exiting considerations
  • Create meaningful coherence by interconnecting literature, research questions, findings and interpretations so that they fit together, cohere with the study’s goals, and connect with the audience’s expectations
  • Understand how to engage all these quality components in teaching, research design, qualitative research conduct, and evaluation.

Late Afternoon Workshop 4:00 – 5:00

Jim Denison

The Moving Body: Problematizing Knowledge and Practice

Place: The Armory Building

Our knowledge of and about the moving body, and correspondingly how we understand “how to exercise,” has been primarily constructed through a narrow scientific lens dominated by guidelines, models, recommendations, frameworks and measurements. As a result, for many people movement, and particularly exercise, has become a disciplining activity comprised of a variety of docile-making, divided and disembodied practices exercised through the strict control and organization of space, time and the body. But surely movement can mean more than this? Surely movement can do more than this? Drawing on the work of Michel Foucault (1995), the aim of this workshop is to examine all that movement can mean and do. More specifically, through the act of running, we will explore a number of ways to problematize how we know “how to move” and all that it means to be a moving/exercising/healthy body in society today.

Participation in this workshop does require some running and/or walking (approximately one-half-mile/800m). Therefore, participants are advised to dress appropriately.