Morning Session 8:30 AM -11:30 AM
Visual Inquiry in Qualitative Research: Tacit Knowledge to New Materialisms
Based on the forthcoming book form Routledge on visual methods co-authored by Kerry Freedman and Richard Siegesmund, the workshop introduces applications of visual imagery across a broad range of visual culture. We discuss tacit knowledge of the visual and its materials and the ways that the use of this knowledge can expand research methods in the social sciences. The visual has become so deeply embedded in culture that all qualitative researchers across discipline require expertise in visual methods. We will explore criteria for the use of visual methods in qualitative inquiry that will help researchers sharpen their inquiry skills. Approaching images through tacit knowledge, the visuality of the new materialisms, and the application of visual culture theories differ from the standard semiotic approach taken in most visual methods textbooks. We discuss the sensory, pre-linguistic embodied empirical evidence in the visual. In this workshop we will explore a new visual benchmarking system (Image as Record, Image as Data, Image as Study, and Image as Theory) that can be used in virtually any research methodology that incorporates visual sources..
Teaching and Learning Qualitative Research Methods Principles Through Popular Film Clips
Mediated instruction has a longstanding tradition in classrooms, and the power of “edutainment” in our visually-oriented, digital, and performative culture should not be underestimated or dismissed by university professors for their advanced undergraduate and graduate-level courses. Popular film viewing offers novelty and engagement in traditional learning settings, and holds the potential to vividly instruct as well as entertain.
Popular film clips can be used to: 1) introduce qualitative research topics; 2) illustrate basic principles and techniques of inquiry; 3) generate classroom discussion and reflection; 4) clarify misunderstood concepts; 5) function as referential mnemonics; and 6) teach selected principles more effectively than traditional classroom pedagogy. Some examples of film scenes and their topics include: The Matrix (ontology, epistemology, axiology); Miss Evers’ Boys (research ethics); Kinsey (interviewing); Fargo (deductive reasoning); and Experimenter: The Stanley Milgram Story (theory).
Workshop participants will: 1) view 15-20 film clips related to qualitative research methods principles; 2) participate in related learning activities (e.g., discussion, categorizing, thematic analysis); 3) review and discuss how selected learning strategies can precede and follow popular film clip viewing; 4) share other film and media titles for recommended use with students; and 5) learn how to access related media and software for their own teaching resource development.
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.
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.
Jerry Rosiek & Katie Fitch
Quantum Diffraction in Qualitative Research: More than an Metaphor
New materialism, the ontological turn, posthumanism, postqualitative and other emerging theories about qualitative research, have all been influenced by the work of physicist, philosopher, and feminist, Karen Barad. Barad draws upon her knowledge of quantum mechanics and subatomic physics to make a case for a radically transformed conception of inquiry that reaches far beyond protons and electrons and extends to the study of human affairs and ecological sustainability. The connections made between quantum mechanics and inquiry writ large, however, are often slippery and lend themselves to oversimplified interpretation. Barad is clear, for example, that she does not think that quantum mechanics serves as a mere metaphor for other forms of inquiry. Neither does she suggest we can directly apply quantum mechanics to the analysis of large scale socio-material systems. Instead, she leverages famous quantum mechanical experiments to upend our conception of the relationship between knowledge, reality, and ethics. Understanding the quantum physics she references in her arguments is important to appreciating the type of analysis for which she is advocating.
This session will be divided into two parts. The first will involve a review of the quantum mechanics science that inspired Karen Barad’s bookMeeting the Universe half-Way. It will present the science in manner that is accessible to non-scientists. This will include a review of the diffraction grating experiments, the difference between Heisenberg’s uncertainty principle and Bohr’s principle of ontological indeterminacy, the phenomena of quantum entanglement, and the unique logic that emerges from quantum entanglement. These ideas can often be intimidating, but at their heart are simple—if disconcerting—shifts in our common-sense notions of inquiry.
The second part of the session will use this understanding to examine the implications of Barad’s philosophy for qualitative social inquiry. It will specifically examine the applications of the concepts of agential realism and diffractive methodology. Agential realism will be examined in detail as a means of transforming both the unit of analysis and the performance of reflexivity on social inquiry. Common oversimplifications, such as treating non-human agents as yet another object to be described, rather than allowing that the inquirer’s subjectivity and agency is produced within the design of the inquiry, and tracing the material and ethical implications of this co-constitution. Barad’s concept of agency will be compared and contrasted to Deleuze’s notion of assemblage, with which it is often associated, but which Barad does not tie to her ideas. Her concept of agency will also be compared to conceptions of non-human agency found in Indigenous philosophy. Diffractive methodologies will be examined through a review of Barad’s own efforts to perform diffractively analysis. Barad offers diffractive methods as an alternative to the hegemony of “critique” in the humanities and social sciences. Her exemplars, we will offer, remain preliminary and leave room for further innovative developments.
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.
Christopher N. Poulos
Writing Qualitative Inquiry: Embracing the Mystery
At the end of Writing the New Ethnography, Dr. H.L. “Bud” Goodall, Jr. (2000) called on researchers to fully “embrace the mystery” of human social research, and to engage “a dialogic ethic and a transformational vision” aimed at “evolving to a higher state of scholarly consciousness” (p. 198). As a way to enact that vision, this workshop focuses on writing as a primary method of qualitative inquiry (Richardson, 2000). Rather than approaching writing as “writing up” results, we will practice various ways to write our way into and through the richness and mystery of qualitative inquiry from the very beginning of a project. The emphasis will be on writing as a process for finding your way through the morass of questions, experiences, events, data, and oddities that arise during the research process. Through a series of writing exercises, we will work on: 1) honing the craft of writing qualitative inquiry through vigorous, engaged practice; 2) understanding and attracting readers; 3) searching for relevance, richness, resonance, and reflexivity in your writing; 4) writing ethnographic, autoethnographic, narrative, and other qualitative texts as a means to personal, relational, and social change; and 5) balancing structure and improvisation in the crafting of written texts, performances, and other expressions of research.
Qualitatively driven Mixed and Multiple Methods Research
The purpose of this workshop is to explore how to make qualitative contributions to mixed-methods and multiple methods research accessible and powerful. Our goal is to clarify methodological strategies that ensure qualitative components become as robust as possible when used in mixed- and multiple methods. The key message of the workshop is that we must not detach qualitative forms of data used in mixed and multiple methods research from the wider field of qualitative inquiry, to which qualitative methods must relate. If the contribution of qualitative inquiry is minimized, through for example the “norm” in mixed-method research being qualitative inquiry understood as the supplementary component in quantitatively-driven mixed-method design, then qualitative research cannot reach its full potential and the study loses explanatory power. On the other hand, robust qualitatively-driven inquiry may make a substantial contribution to mixed-method design, elaborating, humanizing, and expanding understanding.In this workshop we will consider what qualitatively-driven mixed-method and research is and might be. We will consider the use of sampling, pacing, and reflexivity in this type of research. We will conclude by recommending principles to assist researchers in clarifying and appreciating the contributions of qualitative inquiry to mixed-methods and multiple methods research.
Magdalena Kazubowski-Houston & Virginie Magnat
We live in a troubled present where human rights abuses, state and gendered violence, drug trafficking, mass-killings, poverty, privatization, and environmental pollution impact quality of life worldwide. In recent years, ethnographers have begun rethinking ways in which ethnography might engage with such uncertainties. But how do we get from our ethnographic practices and insights to concrete actions of global citizenship and social justice that engage individuals and communities? This workshop will consider performance ethnography as one possible step in that direction. Through provocations, group work, and visual/auditory/performative/
Conducting Qualitative Interviews
This workshop covers both the technical and theoretical aspects of doing qualitative interviews (QI). It will focus on (1) the roles of QI in knowledge production; (2) the constructive process and inter-subjective dynamic of QI; (3) the technical aspects of asking questions; (4) practices of reflexivity, hearing data, and interpreting silences.
Workshop participants will engage in learning activities such as formulating qualitative research questions, developing interview guides, reviewing and critiquing interviews, and open- and focused-coding.
Gaile S. Cannella
What is Critical Qualitative Inquiry?
For over 30 years, calls have been made for a critical social science (Popkewitz, 1990) or a form of anti-colonial science (Rau, 2005) that would always and already be embedded within a justice agenda. Further, with recent recognition that justice broadly is of concern, especially regarding the environment, the earth, and beings that have not been labeled human, along with the recognition that human relationships are not just social, concern for only the social is increasingly understood as limiting our justice agenda. This workshop explores a broad-based justice agenda as facilitated through “critical qualitative science/inquiry.” First, the question will be asked: What is Critical Qualitative Inquiry (CQI)? This exploration will include conceptualizations, perspectives, and research that represent the mass of lives, ways of being, environment, multiplicities, and academic literatures that have faced, and continue to deal with, oppression, injustice, marginalization, even silencing and erasure (e.g. extinction). CQI will be used in ways that demonstrate an understanding that others may prefer labels like anti-colonialism (Rau, 2005; Cannella & Manuelito, 2008), or even “just research” (Fine, 2018). Purposes and methods of critical qualitative inquiry will be explored as all inclusive, fluid, diffractive (Haraway, 2000; Barad, 2007) locations from which transformative justice and equity can be addressed. Finally, participants will be introduced to the ICQI SIG, Coalition for Critical Qualitative Inquiry and ways that individuals can become collaborative project researchers.
Kitrina Douglas & David Carless
Digital Technologies and the Pursuit of Global Social Justice
Film, songs, stories, poetry and other multimedia forms offer a reservoir of ways to communicate research across man-made borders, immigration zones and cultural divides. Sharing work on platforms such as YouTube and Vimeo allow activist-researchers to potentially reach anyone with a smart phone, tablet or computer. This workshop explores how we can use these platforms to share and communicate research new ways. We consider ethical as well as technical challenges related to accumulating the necessary skills and expertise and provide practical guidance into the kinds of collaborations and innovations that can help us harness the power of digital technologies to challenge oppression, alienation and silence within our communities.
Joe Norris & Kevin Hobbs
Using Theatrical Videos as Participatory Dissemination for Pedagogical Purposes
This workshop is built upon a Brock University/Sunnybrook Health Sciences Centre/Mirror Theatre collaborative social justice study that explored the concept of person-centred care. Using a hybrid of playbuilding and ethnodrama techniques to tell stories, cast members wrote a series of vignettes based upon transcripts from 4 focus group sessions. Participants will first view a collection of video vignettes http://www.joenorrisplaybuilding.ca/?page_id=3004 and then, by partaking in a forum theatre workshop (a pedagogical tool), they will have the opportunity to engage in dialogic discussions as a form of knowledge co-creation. Building upon the narratives of health professionals and family members who care for people living with dementia and traumatic brain injury they will determine how these stories may influence their own personal practices in their own particular contexts and how they may employ this approach in their own teaching and workshopping regardless of the topic.
Afternoon Session: 12:30 PM – 3:30 PM
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.
Ken Gale and Jonathan Wyatt
Using Deleuze and collaborative writing in troubled times: engaging activism and resistance through collective writing
Drawing upon and infused by the ‘micropolitical’ moves of Deleuze and Guattari, Braidotti, Manning and others, this participative workshop takes up Briadotti’s proposition to explore how collaborative writing “like breathing, [is] not held into the mould of linearity, or the confines of the printed page, but move[s] outwards, out of bounds, in webs of encounters with ideas, others, texts” (Braidotti, 2013, p. 166). In other words, we will work with the view that collaborative writing is a political act, a “minor gesture” (Manning, 2016), a world making that opens up to the new and challenges the sedimented,
We will provide participants with the opportunity both to engage in and engage with collaborative writing, working with ideas of what collaborative writing might be. The main focus of the session will involve the ‘act of activism’ (Madison, 2010) of collaborative writing, working with what collaborative writing can do, and considering its potential as activist research and pedagogic practice.
The learning objectives for the workshop will be for participants to:
- Gain insight into the relationship between the theoretical writing of Deleuze and Guattari, activism, resistance and collaborative writing
- Apply these insights to their scholarly writing practices
We envisage the workshop being of interest to:
- Researchers with an interest in using narrative and collaborative approaches to inquiry
- Those interested in exploring, experimenting and working with collaborative writing as activist practice
- Those curious about Deleuze
- Researchers wishing to develop innovative approaches to their scholarly writing practices
Braidotti, R. (2013). The Posthuman. Cambridge: Polity.
Madison, S. D. (2010) Acts of activism: Human rights as radical performance, New York: Cambridge University Press.
Manning, E. (2016). The minor gesture. Durham, NC: Duke University Press.
Composing the Body: Performative Autoethnography as Qualitative Research
“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/ative autoethnography? How will performance methods assist my research? This workshop provides a methodological introduction to performative autoethnography. We will focus on accessing and articulating knowledge housed in the body as it is part of a larger agentic assemblage. Performance methods assist in the creation of autoethnographic texts, as such one need not have performance experience or have any intention of performing to engage performative autoethnography as a methodology of research and knowledge construction.
We will cover:
- How performance methods assist in the composition of performative autoethnographic and other qualitative research methods.
- How to access and articulate bodily knowledge as it is part of a larger experiential assemblage.
- How to critically reflect upon and articulate one’s experiences.
- How to activate awareness of the body’s involvement with and relationship to others, culture, and all other materialities.
- How 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 which are part of agentic material assemblages.
Performative autoethnography is a methodology beneficial and available to all people regardless of any previous theatrical experience.
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.
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 email@example.com
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
Michael Van Manen
Phenomenology of Practice and the Practice of Phenomenology Workshop
Phenomenology is a human science research methodology dedicated to the original maxim: to the things themselves! It expresses a preoccupation for understanding human experience in itself, and the meanings that give rise to experience. And it engages the concrete, the manner in which we directly experience the world as a ground for reflection. From this perspective, the original project of phenomenology is a textual form of inquiry, investigating and expressing in rigorous and rich language phenomena and events, as they give themselves in lived experience.
A phenomenology of practice comprises a range of possible methodical orientations for doing research. In this workshop, we will pay special attention to some vocative features such as anecdote, example, image, and pathic possibilities; and focus on possible considerations for engaging in phenomenological reflection. 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.
Adele E. Clarke & Rachel Washburn
Doing Situational 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 mapslay out the major human, nonhuman, discursive and other elements in the research situation and provoke analysis of relations among them;
- social worlds/arenas mapslay 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 mapslay 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 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 designfrom the outset to explicitly gather data about theoretically and substantively underdeveloped areas of the situation of inquiry. Participants are encouraged (but not required) to come to the workshop with a draft map and be prepared to discuss it in the group. The workshop goal is to help participants get a strong analytic grip on the situation they are studying.
For more information on SA, see http://study.sagepub.com/clarke2e
Designing Qualitative Research and Using Triangulation
In this workshop, the first focus is on central issues of planning and designing a qualitative research project. We will look at some basic designs of qualitative research, such as case studies, retrospective studies, qualitative longitudinal research. We will address the decisions to be taken in the process of doing a qualitative study, for example: When to use which design? How to plan a study with this design, e.g. a longitudinal study? How to refine research questions? How to sample participants or settings and why?
The second focus will be on using triangulation in qualitative research: this part will focus on using triangulation of multiple qualitative methods and approaches in one design. The workshop will explore issues outlined in the 6th. edn. of Uwe Flick’s book „An Introduction to Qualitative Research” (Sage 2019). We will apply the discussions of research design and triangulation to approaches in qualitative research, which have not paid much attention to them so far, e.g., grounded theory research, or only implicitly have considered them, e.g., ethnography. Discussions will be illustrated by examples from my own research. However, 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.
Autoethnographic Ethics: Resources for reframing
The ethics of autoethnography are endlessly tricky. Our stories do things to our bodies, our careers, our relationships, and our readers. Their effects are often unpredictable and may change over time. If ‘write what you can live with’ offers a handy but unreliable ethical compass, what other tools might help us navigate the interpersonal, institutional, and material spaces in which we write, review, and/or teach autoethnography?
In this workshop we will think together about the quandaries that perplex us, the concerns that paralyse us, and the commitments that propel us to write (remembering that ethics are not just about constraint and trespass, but also shape our aspirations). I will share some of the ideas that have helped me through the past decade of writing difficult autoethnographies (including feminist psychoanalytic perspectives on shame, Indigenous relational understandings of knowledge, and mindfulness-based methods of sitting with my dilemmas). Participants will also be invited to reflect on and discuss their own perspectives in order to help one other ‘fail better’ within our community of practice.
A Methodology for Developing a Desiring, Discursive and Performative Voice
This workshop is designed for those interested in developing a desiring, discursive and performative voice in the light of collaborative narratives and alternative techniques. The workshop assumes a prior and anterior reading of Jim Deegan’s and Noel O’Connell’s The Starling’s Tale: A Performative Ethnography Showing Deaf Children’s Schooling(Qualitative Inquiry, 2019, Vol. 25, Issue 1, pp. 69-79). Medium and message come together in this performative ethnography through a clutch of theatrical devices associated with the German playwright, and theatre director, Bertolt Brecht, including loosely connected scenes, storyline turns, political placards, and addresses to audience. Techniques associated with found poetry, or the literary equivalent of collage are combined with pentimenti or a painting within a painting to fuse words and images in curious ways. After Brechtian “epic theatre”, also described as “dialectical theatre” or “theatre of showing”, participants will be invited to “turn the narrative” towards their own stories with questions, commentaries and recitals of their own, bringing forward data, poetry, song, music, dance and images sparked by the unfolding performance. Because pentimenti are a key signature pedagogy in this performative autoethnography, contrastive, comparative and evocative visual art forms and content are especially welcome. Those who bring a sample visual art form inspired by their reading of the paper into the workshop will be given “big lines” under the spotlights. This workshop is open to one and all.