Morning Session 8:30 AM -11:30 AM

Kerry Freedman and Richard Siegesmund

Visual Inquiry in Qualitative Research: Tacit Knowledge to New Materialisms

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 offer 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 introduce 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.

George Kamberelis

Focus Group Research in Post Qualitative Times

In post-qualitative inquiry space(s), focus groups become contingent, synergistic social formations that catalyze dialogue in the service of transformative, emancipatory work.  As new moments of qualitative inquiry continue to emerge, so do the potentials and affordances of focus groups.   This workshop is an introduction to the affordances and functions of focus groups in qualitative inquiry in post-qualitative times.  First, we unpack the quasi-unique affordances of focus groups for inquiry, pedagogy, and activist work.  Second, we involve participants in “deep looking” activities in relation to a piece of politically charged artwork.  Third, we engage participants in focus group conversations both about this piece of art and about the dynamics of the focus group conversations they had about it.  Finally, we examine several focus group transcripts where other people engaged in focus group conversations about art to make visible and concrete how their affordances and functions may be deployed for post-qualitative engagements and outcomes. in doing so, we draw attention to how contingent, naturally occurring communicative events like conversations, coffee klatches, rallies, and protests can be recruited as models for transformative focus group work that can produce new discourses, knowledges, and practices that have consequential effects in the lives of focus group participants and beyond.

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, emotions, values system, and subjective experiences.

This workshop will focus on beginning and intermediate methods of coding qualitative data, such as In Vivo, Process, Emotion, Values, and Dramaturgical 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, dyad, and phenomenon.

Participants should have an introductory knowledge of qualitative research 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 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 & Katie Fitch

Quantum Diffraction in Qualitative Research: More than an Metaphor

New materialism, the ontological turn, posthumanism, postqualitative inquiry and other recent theoretical movements currently influencing 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 her therefore

This session will be divided into two parts.  The first will involve a review of the quantum mechanics science that inspired Karen Barad’s book Meeting the Universe Half-Way.   It will present the science in manner that is accessible to non-scientists.  This will include a review of the classic 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 involve 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 Deleauze’s notion of assemblage, with which it is often associated, but which Barad never cites.  Her concept of agency will also be compared to conceptions of non-human agency found in Indigenous philosophy, which she also does not cite.  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 prelimnary.  They will be compared and contrasted to efforts of other scholars to apply diffractive methodology.

Participants will receive an extended bibliography of sources including accessible writings on quantum mechanics, writings on agential realism and agent ontologies, and applications of diffractive methodologies in the social sciences.

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.

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.

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.

Valerie J. Janesick

Contemplative Qualitative Inquiry: Zen and the Qualitative Researcher

Contemplative approaches to Qualitative Inquiry offer researchers new ways of seeing and acting.  Since qualitative researchers are basically story tellers, the Eastern tradition of Zen Buddhism offers researchers a way to analyze qualitative data through Zen principles.  These include Impermanence, Non-self, and Nirvana.  The ancient practices of telling stories through Koans and Sutras may provide assistance in thinking metaphorically and analyzing and writing about qualitative data as well. Koans provide a model for constructing good questions in qualitative research projects. Sutras are also a way to tell a story that provokes critical thought, stronger writing skills, and deep ways to analyze data.  Zen teachers remind us of impermanence, a perfect way to view our findings that are tentative and ever changing.  Impermanence leads us to non-self.  Non-self is a journey of looking seriously into the self to be free of the self.   Non-self asserts that no existence is separate and that relates directly to the researcher and participant relationship.  Nirvana refers to total awareness and understanding of the world before us. Most illuminating in Zen history is the use of poetry to reflect understanding of nature, persons, and interactions between the two.  Poetry as analysis is an emerging path to qualitative data analysis, describing the role of the researcher, and the analysis of the research process from start to finish.  Zen practitioners use haiku and other styles of poetry to make sense of their world.  By choosing contemplative based techniques, the qualitative researcher may extend the intuitive process and the creative process. In this workshop members are encouraged to bring in some qualitative data in the form of an interview transcript, reflective journal entry and/or a camera for various activities in the session. Members will also participate in writing poetry from this data as a first step to data analysis.

Janice M Morse & Julianne Cheek

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.

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.

Magdalena Kazubowski-Houston & Virginie Magnat

Performance ethnography

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/literary exercises, workshop participants will explore performance ethnography as a way of envisioning ethnography’s moral responsibility.

Ping-Chun Hsiung

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.

Afternoon Session: 12:30 PM – 3:30 PM

César A. Cisneros and Robert E. Rinehart

Ethnography and Creative Subversion: Staking our Claim for Critical Qualitative Inquiry

We propose that participants perform their ethnographic practices as a way of thinking and doing “creative subversion” research.  Together with workshop participants, we intend to explore the concept of “creative subversion,” and provide exemplars of where it exists everywhere in the contemporary political climate. We then will argue how ignoring the presence of such social action could be catastrophic for qualitative inquiry. In this workshop, we intend to provide for enrichment of researchers’ reflexive methods:  we will explore social transformation and civil resistance as performative interventions they may integrate in their ethnographical and autoethnographic practices. By merging political and public sites for criticism with personal, auto-based ways of thinking (about both whatto respond and howto respond), we envision performances of creative subversion as a viable demonstration of this poetics of rage. We are both working in such directions and this workshop is an invitation to share with others a staking of the claim for a critical qualitative inquiry.

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.

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.

Elaine Keane & Terrie Vann Ward

An Introduction to Social Justice Inquiry using Kathy Charmaz’s Constructivist Grounded Theory

This workshop introduces ways to use Kathy Charmaz’s constructivist grounded theory (CGT) 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 analyse. 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.

Elaine Keane is a Lecturer and Director of Doctoral Studies in the School of Education, at the National University of Ireland, Galway. Serving as Principal Investigator of a range of externally-funded educational research projects, her work focuses on widening participation in higher education, diversity in initial teacher education, and qualitative research methodologies, including grounded theory. She has published articles in a range of peer-reviewed journals (including, for example, British Journal of Sociology of Education, Teaching in Higher Education, the International Journal of Educational Research,Irish Educational Studies, European Journal of Teacher Education, International Journal of Inclusive Education), as well as an article about CGT in social justice-oriented research in the International Journal of Social Research Methodology. Two of her current PhD students are employing CGT in their research, and she has served as PhD External Examiner for grounded theory-based theses. Elaine has participated in several workshops with Kathy Charmaz since 2007, is co-author with her on a chapter for the fifth edition of the Sage Handbook of Qualitative Research. She has been invited to run numerous workshops, and to provide a keynote address, on CGT in Ireland and the UK over the past seven years, and conducted the CGT workshop at the InternationalCongress of Qualitative Inquiry (ICQI) in 2015.

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.

Michael Gizzi

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


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.”

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.

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:

  1. situational mapslay out the major human, nonhuman, discursive and other elements in the research situation and provoke analysis of relations among them;
  2. 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
  3. 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

Jasmine Ulmer

Going Beyond Data as Revolutionary Practice: Photography, Performance, and Personal Narratives as Sites of Resistance

If we take too narrow a perspective on what data are, we can rush past the most important parts of the world around us. When we do this, we risk missing out not only on the stories that make us who we are, but the stories that others are trying to tell. Amidst the many competing demands for our attention, it can be easy to forget to listen to everyone and everything around us, including ourselves. By taking a more inclusive and expansive approach toward the moments and materials that matter, this workshop explores how going beyond data can be a revolutionary practice in research and life. Photography, performance, and personal narratives are but a few ways how. As such, this interactive workshop will share several examples of each while highlighting exemplars in the broader field of qualitative inquiry. From there, the workshop will adapt to the interests of participants as we read, write, think, sense, and more. We’ll consider the meaning of revolution as return; we’ll consider how returning to images, performances, and narratives can be taken up on behalf of social change; and we’ll explore how to incorporate these techniques into our own scholarly practices in ways that are meaningful to our work and to us as people. Throughout, we’ll pause together to engage with a small bit of what has mattered most. Oftentimes, it can be the tiniest of gestures that make the largest of differences in what we do.

Participants are invited (though not required) to bring moments and materials that matter with them to this workshop.

Uwe Flick

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.

Sophie Tamas

Autoethnographic ethics: Resources for reframing

Hannah Arendt (as I understand her) suggests that ethical conduct requires two elements: thought, which she describes as the ‘two-in-one soundless dialogue’ of bearing witness to ourselves, and judgment, which is achieved by bringing thought into community. This workshop aims to foster both, by inviting autoethnographers to think together about the ethical tensions in our work. If ‘write what you can live with’ offers a handy but unreliable compass, what other tools can we use to navigate the tricky internal, interpersonal, institutional, and more-than-human spaces where our stories grow? How do we direct our own writing, review the work of our peers, and guide our students?

Workshop participants will be invited to share their own perspectives and to engage with ideas that might open up room around stuck places in our practice, by rotating through concurrent small-group activities and discussions.

Depending on the time available, the size of our group, and their preferences, the ideas we work through could include:

-The ‘god trick’ that Donna Harraway famously forbids implies both being external to and above whatever we are studying (including ourselves) AND being free from error. How does perfectionism shape our sense of ethics? What would it mean to fail well?

-While shame is generally read as a sign of trespass, Elspeth Probyn reframes it as the affective trace of interrupted connection or interest. What is shame, and how do we respond to it?

-The recognition of ethical trespass rests on beliefs about subjectivity, accountability, scale, agency, and the nature of suffering. How do they appear in Indigenous relational ontologies?

-Psychoanalytic theories of unconscious projection, transference, and abjection shift our understanding of the self and its impulses, including writing, which appears in the work of Eve Kosofsky Sedgewick as a paranoid practice. How does this shift our understanding of critique and nudge us toward reparative modes of representation?

-The templates we use for ethical decision-making are shaped by Judeo-Christian stories and archetypes. What happens to our understanding of our own work if we reframe it using Buddhist-informed theories, including embodied mindfulness practices?

-Hospitality is invoked in the work of Derrida and Adorno as an ethical mode of engaging with otherness. It is also important in Muslim ethics and in (often feminized) domestic practices. How could hospitality shape the practice of autoethnography?

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.

Late Afternoon Workshop 4:00 – 5:00

Jim Denison

The Moving Body: Problematizing Knowledge and Practice

Our knowledge of and about the moving body, and correspondingly our understanding of ‘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-inducing, divided, and disembodied practices exercised through a range of strict and controlling activities. 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/walking, we will explore a number of ways to problematize all that it means to be a moving/exercising/healthy body in society today.

This workshop will take place outside and participation does necessitate some running and/or walking (approximately one-half-mile/800m). Therefore, participants are advised to dress appropriately.

Jim Denison is a former national class middle-distance runner and high school and university track coach. He is currently a professor at the University of Alberta in the Faculty of Kinesiology, Sport, and Recreation. His research examines the formation of coaches’ practices through a Foucauldian lens. He also works directly with a number of coaches from a variety of sports to teach them how to problematize their taken-for-granted practices in an effort to enhance their effectiveness.