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 on visual examples drawn from contemporary fine arts, visual culture, artistic research, and arts-based research. Participants will work either collectively or individually on specific problems that explicate Dewey’s principles. These examples will introduce Dewey’s conceptual framework for how deep, informed, aesthetic engagement with visual qualitative materiality expands the scope of inquiry through different arts-based research methodologies.

Dual attention to the connoisseurship of both scholarly vision and artistic perception provides a pathway for envisioning future possibilities of post-qualitative inquiry. Bring to this workshop a device for capturing digital images (i.e. camera, smart phone, tablet, or computer), and participants will be encouraged to consider how their own research might be best characterized along this expanding horizon for framing visual data collection.

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.

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.

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.

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.

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 will take up some advanced features of the HyperResearch and HyperTranscribe program ( 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.


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.

Adele E. Clarke & Rachel Washburn

Doing Situational Maps and Analysis

Situational analysis is an extension of grounded theory for analyzing qualitative data including interview, ethnographic, historical, visual, and/or other discursive materials. It is especially useful for multi-site research, feminist and critical inquiry. Emphasis is on grasping often messy complexities in the data and understanding relations among the elements constitutive of the situation.

There are three main mapping approaches:

situational maps lay out the major human, nonhuman, discursive and other elements in the research situation and provoke analysis of relations among them;

social worlds/arenas maps lay out the collective actors and the arena(s) of commitment and discourse within which they are engaged in ongoing negotiations—interpretations of the collective social situation; and

positional maps lay out the major positions taken and not taken in the discursive data vis-à-vis particular axes of difference, concern, and controversy around issues in the situation of inquiry.

Through mapping, the analyst constructs the situation of inquiry empirically. The situation per se becomes the ultimate unit of analysis. The maps themselves offer coherent means of representing the analysis useful for presentations and publications.

This workshop will focus on the first kind of map, the situational map. It can be used for initial project design and later revised in a flexible and iteratively responsive manner across the duration of the project. That is, the situational map can be reconstructed over time to specify emergent elements in the research situation about which data have been and/or still need to be gathered. The maps thus intentionally work against the usual simplifications so characteristic of research. They also allow design from the outset to explicitly gather data about theoretically and substantively underdeveloped areas of the situation of inquiry.

Mirka Koro-Ljungberg & Jasmine Ulmer

“Extend your d…a…t…a…”

This workshop aims to problematize 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 research. Participants will be invited to present and share their own data, as well as working with examples and activities provided by the organizers. We will consider how recent developments in theory and methodology, such as the ‘new materialisms’ and performance studies, are forcing 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 collectively question the functions of data within participants’ research projects through individual re-imagining and collective re-working activities. We encourage participants to plug theory, play, and creativity into data to see what might become possible. Where might d…a…t…a go?

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.

Kristi Jackson

Qualitative Data Analysis Software (QDAS): An exploration of closeness and distance in qualitative research with NVivo

Two questions frame the exploration of NVivo in this workshop:

  1. What does it mean to pursue closeness and distance in qualitative data analysis?
  2. What are “process-oriented” visualizations in qualitative research (as opposed to the dominant “product-oriented” visualizations in quantitative research)?

This workshop begins with a discussion of the history and use of QDAS, along with the common debates regarding advantages and disadvantages of this genre of software. Following a discussion of participant experiences surrounding this debate (positive and negative) the session will provide hands-on opportunities to use the NVivo. (Sample data will be available for individuals who do not bring their own data.)

The workshop is organized into four sections:

  1. The history and debates surrounding QDAS
  2. Importing, writing, and thinking about data
  3. Coding
  4. Searching

Although this introductory session focuses primarily on text-based data, such as interviews, field notes, and literature (in MSWord or PDF format), individuals with other forms of data such as video, photographs and social media files will also have an opportunity to import and handle this data. Participants may choose to: 1) Observe the demonstration and engage in the discussion without hands-on use of NVivo. 2) Bring a laptop (with three hours of battery power) with the software already installed. (Individuals who do not own the software may download the free 14-day trial at:

The session will be delivered with “NVivo 11 Pro” for Windows, although the session is also appropriate for individuals using “NVivo 11 Starter” for Windows, “NVivo Plus” for Windows, or “NVivo 10” for Windows).

Afternoon Session: 12:30 PM – 3:30 PM

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 socialjustice 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 theorymethods 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, wewill 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

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


Uwe Flick

Designing Qualitative Research and the Use of Triangulation

In this workshop, central issues of planning and designing a qualitative research project will be introduced. We will look at some basic designs of qualitative research (Case studies, retrospective studies) first. The decisions to be taken in the process of doing a qualitative study will be our second focus. (for example: When to use which design? How to refine research questions? How and why to sampling cases?) The third focus will be on using triangulation in qualitative research: this part will focus on using combinations of multiple qualitative methods and approaches. The workshop will explore issues outlined in the 5th. Edn. of Uwe Flick’s book „An Introduction to Qualitative Research (Sage 2014). A major part of the workshop will be devoted to discussing the participants’ research projects – studies that are in the planning phase or are ongoing or in the writing phase. Participants in the workshop will be discussing their current projects, supported in framing their studies, in formulating their research questions and methodologies.

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”.


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.

Trena M. Paulus, & Jessica N. Lester

Digital Tools for Qualitative Research

This workshop introduces participants to how new technologies, both freely available as well as commercially sold, can be used to support the entire qualitative research process, beyond data analysis. While most researchers know about and understand the benefits of qualitative data analysis software (QDAS) packages, fewer have thought about the ways new digital tools may impact every aspect of our work as qualitative inquirers. Through this hands-on workshop participants will become acquainted with a variety of digital tools to support their work and will also learn how to critically analyze the affordances and constraints of such tools and the ethical implications of their use.

Topics and tools will include:

* Networking and collaborating through academic social media platforms

* Developing a paperless literature review process using cloud storage, citation management software,

annotation apps, and QDAS

* Collecting data through mobile apps

* Transcribing in ways that synchronize the media file with the text and enable “hands-free” transcription

* Selecting an appropriate QDAS package to analyze text, multi-media and social media data

* Writing documents through storyboarding

The workshop will bring to life the range of topics covered in Paulus, Lester & Dempster (2014) Digital Tools for Qualitative Research (Sage Publications) as well as provide a sneak preview to the much-expanded second edition. Participants are encouraged to bring their laptops as well as a mobile device.

Reiner Keller

“Doing Discourse Research”

Discourse Studies today cover a large field across the social scienes, ranging from work inspired by Foucault, Critical Discourse Analysis through Hegemonics Analysis, Corpus Lingustics and more interpretive approaches. The present workshop on “Doing Discourse Research” will introduce participants to the main positions in the heterogeneous field of discourse research (including Foucauldian perspectives, CDA, Hegemonics and the Sociology of Knowledge approach to discourse SKAD). As there is no one best way to discourse research, each of the positions mentioned allows for dealing with particular questions in critical inquiry into discourses. The first part of the workshop therefore discusses the relationship between theoretical groundings, analytical potential and methods of doing discourse research in these diverse approaches. Second, the workshop will present in more detailed ways the proceedings of the sociology of knowledge approach to discourse developed by Reiner Keller. SKAD draws on Berger & Luckmann’s sociology of knowledge, but includes major Foucauldian concepts and research interests. Integrating both, it re-orientates discourse research towards questions of social relationships of knowledge and politics of knowledge, referring in its concrete ‘ways of doing’ to qualitative research design and interpretative analytics.

Part 1: The arena of discourse studies

  • Discourse Research – which approach, what for?
  • How to find good questions?
  • The analytical process: Deconstruction, reconstruction or co-construction?
  • Multiple ways of doing and multiple outcomes

Part 2: How to do it: The example of SKAD

  • Looking for discourses and ‘dispositifs’: Texts and beyond
  • Strategies for analyzing data

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). <> 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.”


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.