Advertise on podcast: Qualitative Conversations

100:00:03.980 --> 00:00:12.030Katrina Struloeff: We really appreciate having all of you here today to discuss alternative research roles. Some traditional and some non traditional spaces that we think about 200:00:12.680 --> 00:00:18.760Katrina Struloeff: and we're very grateful to have our 3 panelists Dr. Pharaoh, Dr. Sanchez and Dr. Pianan. 300:00:18.820 --> 00:00:30.150Katrina Struloeff: and just to give you a little bit of background on the qualitative research sig of Ara we are established in 1,983. And we provide a space for discussing Floss. 400:00:30.350 --> 00:00:34.440Katrina Struloeff: the ethical, mythological, and philosophical elements of qualitative research. 500:00:34.470 --> 00:00:40.439Katrina Struloeff: and we really are looking to ensure the legitimization of nontraditional forms of research 600:00:40.460 --> 00:00:51.169Katrina Struloeff: within academia and beyond and we're really excited to provide this resource for grad students, so we can have conversations around different avenues than we traditionally talk about in academia. 700:00:51.420 --> 00:00:59.140Katrina Struloeff: so today we're gonna allow each of our panelists to kind of tell us their stories and their pathways. in the nature of qualitative research. 800:00:59.350 --> 00:01:04.070Katrina Struloeff: And then from there we'll open it up for a. Q. A. From participants in the audience. 900:01:04.160 --> 00:01:11.770Katrina Struloeff: If you have questions that are budding, feel free to put them in the chat as we go, and we will be sure to collect those at the right time. 1000:01:11.900 --> 00:01:19.350Katrina Struloeff: And with that I want to kick it off because I know where a few minutes already into our space and hand it over to Dr. Fernaro 1100:01:19.420 --> 00:01:23.559Katrina Struloeff: to discuss her role as a non Academic academic Call 1200:01:23.630 --> 00:01:25.910Katrina Struloeff: Job at the School District of Philadelphia. 1300:01:27.170 --> 00:01:36.449Elisabeth G. Fornaro (Lis) (she/her): Thanks, Katrina. Hi, Everyone I'm. I'm Liz Fernaro and I currently work as a research specialist in the office of research and Evaluation. 1400:01:36.480 --> 00:01:43.540Elisabeth G. Fornaro (Lis) (she/her): I'm: so I'm just gonna give a little bit about my background, and how I ended up in this role. 1500:01:43.850 --> 00:01:51.479Elisabeth G. Fornaro (Lis) (she/her): And I think as we continue this app this morning. there'll be a space for questions. so just feel free to 1600:01:51.570 --> 00:01:55.910Elisabeth G. Fornaro (Lis) (she/her): Ask for any clarification or any more information on anything I share. 1700:01:56.190 --> 00:02:01.969Elisabeth G. Fornaro (Lis) (she/her): so I went to Temple University, which is in Philadelphia, and I studied urban education. 1800:02:02.270 --> 00:02:08.999Elisabeth G. Fornaro (Lis) (she/her): My dissertation was qualitative. I. It was loosely based on ethnographic methods. 

SPEAKERSTanja Burkhard, Shena Sanchez Tanja Burkhard  00:16Okay, thank you so much for inviting us to the qualitative conversations podcast. My name is Tanja Burkhard, and I'm really happy to be here with Shena Sanchez to talk about CRT and qualitative research. We'll start by maybe me introducing myself briefly and then I will give it over to Shena. My name is Tanya Burkhard. And I am an assistant professor at Washington State University Vancouver. And I've been a member of the QR SIG for a while and I'm very excited to be on this podcast today. Shena? Shena Sanchez  00:59Hi, I'm Shena Sanchez. I'm an assistant professor at the University of Alabama and qualitative research. And I'm happy to be here and have this conversation. Tanja Burkhard  01:13Okay, and so I know just a little bit about your work from a while ago, and I would love to hear more about what you're currently doing. But before we do that, could you speak a little bit about yourself and your work and how you came to CRT as a methodological or theoretical framework, just kind of your journey to where you are in employing critical race theory? Shena Sanchez  01:37Yeah, um, so my work is my work centers, student voice and identity, specifically, girls of color from poor and working class backgrounds, immigrant backgrounds, I also look at educators well being, and my hope is that, you know, we can understand students better into an identity better and as well as our educators to form just better school communities. Right? It's because so much of, you know, the school is about relationship and so. So just finding better ways to care for people who are in schools, students and educators alike. And I came to critical race theory. So it's kind of like a long story. But to make it short, many, many years ago, I was in a master's program at Vanderbilt. And that's when I really just started kind of exploring, just from like an academic standpoint, like inequalities and injustices and that sort of thing. And I was just very dissatisfied with the course offerings, because I didn't really feel like there were courses that helped us understand sort of the the power structures and the hierarchies that existed. So I don't know what I was doing. But I found this class in the course catalog. And it wasn't called critical race theory, it was called something else. And it was taught in the higher ed, I think department, and I took it and that's where I first was introduced to CRT. And I think like many people who come to the theory after just like years of just experience and knowledge that something is up, right, and that we like, for me, I didn't have the words to describe it. And I didn't have that theoretical grounding, and just reading their spells work. Like just from the get go, I was like, this makes so much sense. Like this is it and then bringing in, you know, Kimberly Crenshaw, Richard Delgado, just like just going through all of the, you know, founders of critical race theory. It just, to me, it really opened my eyes gave me the language gave me sort of the framework for understanding, not just my experiences, but how I was observing, you know, the world and society. So that's really where it started. And honestly, that's what made me want to go and get a PhD. That's what really prompted me to want to learn more. And so I looked for a program that really, you know, emphasize critical theory and had scholars and faculty that, you know, we're experts in critical race theory, and that's how I ended up at UCLA. And from there, I just kind of took the, you know, the years in grad school where you have ample time to, to just explore and be curious and learn. A

 2023 QRSIG Program Preview podcastThu, Mar 30, 2023 8:12PM • 20:30SUMMARY KEYWORDSsig, sessions, qr, conference, qualitative research, opportunities, year, program, virtual, submission, jessica, members, methodologies, education, annual meeting, reception, wonderful, community, literacy, reviewersSPEAKERSRenuka de Silva, Alexandra Panos, Jessica Van Cleave Jessica Van Cleave  00:04Welcome to Qualitative Conversations, the podcast of the qualitative research special interest group of AERA. I'm Jessica Van Cleave, the chair of the QR SIG, and I'm happy to be joined today by Alex Panos and Renuka de Silva, our program co-chairs. In this episode, we preview the QR SIG program for the 2023 AERA Annual Meeting, discuss what members can expect from the place-based and virtual components of the conference, and highlight opportunities to connect for QR SIG graduate students and members.   Alexandra Panos is an Assistant Professor of literacy studies and affiliate faculty in measurement and research in the College of Education at the University of South Florida. She earned her doctorate in literacy, language and culture education, with a minor in inquiry methodology at Indiana University Bloomington in 2018. Alex takes a transdisciplinary stance in her work as a critical qualitative methodologist and grounds her theoretical, methodological and empirical work in her substantive field of literacy studies. She has published numerous articles and book chapters that focus on qualitative methodologies and literacy studies. She centers her scholarship on the reality that, to quote Octavia Butler, there is no end to what a living world demands of you. For her, this means prioritizing community engaged and post critical activities that center spatial and ecological justice. Alex is completing her three year term as program co chair at the conclusion of the 2023 Annual Meeting.  Renuka de Silva is an Assistant professor of teaching and leadership in the College of Education and Human Development at the University of North Dakota. She is the director of the Indigenous teacher education program. As a qualitative researcher she examines issues and trends in Indigenous education, diversity, equity, inclusion, and cultural contexts of higher education. Her primary research focuses on indigenous epistemology and the importance of storytelling in native and indigenous cultures. Renuka is an artist and an activist. Her activism centers on creating pathways for scholars from underserved communities to engage in research that is non Eurocentric. As an artist, Renuka's research examines relationships between artists and their works, connecting activism and transnationalism. She hopes to promote and support scholarly work, where embodied experiences are [k]new knowledge that continues to shape people and create identities that are meaningful to themselves. From this space, scholars will interrogate imposed identities with prefabricated borders and limitations placed on everything that is self and the physical body. We are fortunate to have Renuka remain as program co chair for two more years. Thank you both for joining me today for our 2023 AERA Annual Meeting program preview podcast. As we all know, the Annual Meeting can be an overwhelming experience, especially if you're attending for the first time. Hopefully, this episode will orient and help our listeners to understand the conference as well as the QR SIG offerings. So let's start by talking a little bit about the format of the conference this year. The Annual Meeting will take place in two parts with the place based meeting in Chicago, April 13th through 16th, and the virtual component of the meeting May 4th through 5th. How has that impacted the program and what can attendees expect? Alexandra Panos  03:58Thanks, Jessica. It's wonderful to be here today. So the place-based and virtual components are really similar to normal conference experienc(continued)

SPEAKERSAlecia Jackson, Lisa Mazzei, Jessica Van Cleave Jessica Van CleaveHello and welcome to qualitative conversations, a podcast hosted by the qualitative research SIG of AERA, the American Educational Research Association. I'm Jessica Van Cleave, Chair of the Qualitative Research SIG and Associate Professor of Curriculum and Instruction at Gardner Webb University. The Qualitative Conversations podcast doesn't have a regular host. Instead, each episode is organized by our podcast committee. Today I have the pleasure of hosting this episode, in which I interviewed Dr. Lisa Mazzei and Dr. Alecia Jackson about their recently published second edition of Thinking with Theory in Qualitative Research. Lisa Mazzei is Professor of Education Studies and Alumni Faculty Professor of Education at the University of Oregon, where she is also affiliated faculty in the department of philosophy. She is a methodological innovator in post human inquiry, and her work is widely read and cited across disciplines such as education, psychology, sociology, political science, anthropology, business and medicine. She is the author of Inhabited Silence in Qualitative Research from 2007. Alecia Jackson is Professor of Educational Research at Appalachian State University in Boone, North Carolina, where she is also affiliated faculty in the Gender, Women's and Sexuality Studies program. Dr. Jackson's research interests bring feminist post structural and post human theories of power, knowledge, language, materiality and subjectivity to bear on a range of overlapping topics deconstructions of voice and method conceptual analyses of resistance freedom and agency in girls and women's lives and qualitative analysis and the posts. Her work seeks to animate philosophical frameworks in the production of the new and her current projects are focused on the ontological turn qualitative inquiry and thought. Together they are co-authors of Thinking with Theory in Qualitative Research, first and second editions, and coeditors of Voice in Qualitative Inquiry from 2009. Their forthcoming edited book, Postfoundational Approaches to Qualitative Inquiry, will be published in 2023. Lisa and Alecia, thank you so much for joining us on this episode of Qualitative Conversations. Lisa MazzeiDelighted to be here. Thanks for inviting us. Alecia JacksonThank you for the invitation. Jessica Van CleaveAbsolutely. So some of our listeners may not be familiar with your work, or maybe new to your work. So would you be willing to tell us a little bit about yourselves, how you came to write together, and how you came to write Thinking with Theory in Qualitative Research? Lisa MazzeiWell, Alecia and I say that we share an academic genealogy. We first met at AERA in 2005, I think I was presenting a paper on some of my voice work. Alecia came to attend the session. And she came and introduced herself at the end of the session. And I had just finished reading an article that she had written about subjectivity with new teachers. And so I was so excited to meet her and I had just been reading her work. And so we sat out in the hallway for about an hour. And we're talking about projects. And we said that we should propose a session for AERA the following year on voice because we were both looking at voice and challenging conventional understandings. And so that was right before I was moving to England, I moved to England in 2006, was attending the British Education Research Association Conference, started chatting with a book editor. And like a good editor, he always says, What's your current project? And so I told him about this idea that Alecia and I had for a session and he said, that sounds fabulous. Can you get a book proposal to me in a month? So I'm at this conference, emailing this woman that I've met in person once saying, can we put a book together, a book proposal, and that was the proposal we wrote for voice and qualitative inquiry. And the reviews(continued)

SUMMARY KEYWORDSukraine, war, people, ukrainian, asu, research, students, education, happening, invasion, qualitative research, february, questions, crimea, russia, universities, fled, podcast, family, momentSPEAKERSTim, MariiaTim  00:15Hello and welcome to qualitative conversations, a podcast hosted by the qualitative research SIG through AERA, the American Education Research Association. I am Tim wells, a postdoctoral research scholar at Arizona State University and guest host for this episode of the podcast. The qualitative conversations podcast doesn't have a regular host. Instead, each episode is organized by our podcast committee. Normally, my role resides in the background coordinating episodes and editing audio, but today I'm behind the mic. In conversation with Mariia Vitrukh. Mariia is a doctoral candidate in the Education Policy and Evaluation Program at Arizona State University. She serves on the QR sig's graduate student committee. In the fall of 2021, Mariia had been in conversation with myself about an episode she had hoped to record for the podcast. That podcast episode was never recorded. This is because only a few months later, on February 24 of 2022, Russia made a full scale invasion into Ukraine taking over 20% of the territory of Ukraine. Over the past few months. Maria is Ukrainian, writing her dissertation on learning experiences of Ukrainian students who moved from war areas in Ukraine and continue education in the context of forced migration. For the past year, she had been living in Ukraine, she left only a month before the invasion to teach courses at ASU and finish her dissertation proposal. The country she left has changed forever. But this hasn't stopped her from returning. I don't think that's yet research to complete. But all of our family remains in Ukraine. So instead of the original podcast that we planned in the fall of 2021, I invited Mariia to the podcast to share her experience of researching and being a doctoral student, in candidate and in times of war. Mariia, I can't thank you enough for your willingness to be on this program. Perhaps we could start with you sharing a bit more about your background for the listeners, what brought you to ASU's doctoral program. And what were you doing beforehand?Mariia  02:41Tim, thank you so much for the invitation. I really appreciate the opportunity not only to share my experience as a student, but also to talk about the ones in Ukraine.Tim  02:53So what brought you to ASU doctoral program.Mariia  02:57So, after I did my second master's degree at the University of Cambridge, in psychology and education road, I went back to Ukraine and storage, or co founded an NGO Ukrainian Educational Research Association. We did a couple of projects on education in Ukraine. And as a member of the organization I applied for grant was the US State Department. And I collaborated with displaced universities in Ukraine. And those are the universities that moved from Eastern world areas of the country. I worked with them for about three years on the project, doing workshops, and preparing conferences, interviewing people. And I think this collaboration kind of pushed me to think what can I do more to speak about the stories and share the stories of those people, and especially students, and how to say that I was really impressed with what they shared with me. And I think inspired by their example, even though their stories were not the easy ones. And this kind of inspire me to look for PhD programs. So I applied to ASU because it offered an interdisciplinary approach and had a variety of methods to look into the ongoing problems. So I thought that that's a place that where I can find a way to explore not an easy topic of war and how to research war, especially education in the context of war.Tim  04:35Yeah, thanks. That's just a little bit of background that I think might help orient the listeners to this episode and kind of your own (continued)

In this episode, James Salvo interview Jessica Lester on digital tools and technology in qualitative research. See the following link for the transcript of this interview: https://docs.google.com/document/d/e/2PACX-1vTH5sN93LYnhIsNCI1Lvjm938OxVLyKoqoQlTClDNNbWklNd1rY791re9jTJy8lad7mMVM1fLRlSPUf/pub

In this episode, James Salvo interviews Kakali Bhattacharya, editor of the Departures in Critical Qualitative Journal. The follow is a link to the transcript of the recording. https://docs.google.com/document/d/e/2PACX-1vRE14XdXBlCkELsYv-aktchCLq5GNtwUVQKvkwzyK6v8DoHqB40wKUZu4r69mPsxEMhHZGMBM6T0XYj/pub

In this Episode, guest hosts Kelly Guyotte and Seth McCall interview Candace Kuby and Becky Christ about their work on speculative qualitative inquiry and pedagogy. A transcript of the episode can be found at the following link: https://docs.google.com/document/d/e/2PACX-1vT3GPrMhAq3CEwVBq8RWbDijLun33mlqdbPamsjAdKDPG8w0Q1J_n4nkhfgELfVCRrunmZhAJzY1WP6/pub

In this episode, mentor, Dr. Kelly Guyotte, and, mentee, Carlson Coogler, discuss their experiences of mentorship. They specifically address mentorship within the Qualitative Research SIG. The episode begins with Carlson interviewing Kelly, but flips halfway through as Kelly begins to interview Carlson. Boden Robertson serves as the guest host, introducing the conversation. The transcript follows. ---Boden Robertson  0:11  Hello everyone and welcome to qualitative conversations, a podcast series hosted by the qualitative research special interest group of the American Educational Research Association. I'm Boden Robertson, the guest host for this episode on mentorship. And I'm very excited today to be joined by Dr. Kelly Guyotte and Carlson Coogler that have been gracious enough to lend their time and support to our QR SIG podcast episode. We'll start with introductions from our guests, and then the guests will interview each other about the QR SIG mentoring program and their experience.Kelly Guyotte  0:41  Thank you, Bowden. It's a pleasure to be here today. My name is Kelly Guyotte. I am an associate professor of qualitative research at the University of Alabama. I am also currently serving as the chair of the mentoring committee in the QR SIG. I had the immense pleasure of also working with Carlson she is a student in our program or educational research program with a specialization in qualitative research. And I'll turn things over to you Carlson so you can introduce yourself.Carlson Coogler  1:11  Yeah, hi, I'm Carlson Coogler at the University of Alabama, as was just said, I'm a doctoral candidate in educational research. I'm also the chair of the graduate student committee for the QR SIG. And Dr. Guy, as she mentioned, is my wonderful, lovely advisor, Professor, co teacher and mentor. So I'm very excited to do this with her. So I guess I'll go ahead and start asking me questions. So tell me about your experience with the QR segment authoring program. What do you do have done? What does it look like?Kelly Guyotte  1:38  Yeah, I had to I looked this up recently, too, because I wasn't sure how long I'd actually been on this committee. And it's been a long time, I actually joined the inventory committee in 2016. And so I started off as a committee member, I was vice chair of the committee in 2018. And then since 2019, I've been serving as chair of the mentoring committee. And so during that time, I have done a lot of things behind the scenes. So that's mostly where my my participation and support has been directed. So in terms of planning and organizing our various initiatives, I have also stepped in as needed to serve as a mentor for things such as the proposal Forum, which I think we're going to talk a little bit about, as well as the mentoring session. But really, a lot of the work that I've done has been helping to make sure these initiatives happen. And now as a chair, really supporting the committee members to make sure that we can continue to support our QR SIG membership. And I'm actually, this is gonna sound silly, but I'm looking forward to rolling off his chair because one thing that I really want to do and look forward to do is become more of a mentor in the QR SIG. So it's been really fun to plan and to be behind the scenes, but I really value mentorship. And so I'm looking forward to being able to to put myself out there a little bit more in support our various members who are seeking participation in our in our various initiatives.Carlson Coogler  3:09  That's awesome. Yeah. So what does the QR SIG mentoring do? What kind of help or assistance is available for students or early for faculty?Kelly Guyotte  3:19  Yeah, it's a really good question. We have three primary initiatives that we undertake as part of the QR SIG. So our first one is called proposal forum and proposal forum happens before AERA submissions are due every year proposa(continued)

In this episode, the QR SIG's Graduate Student Committee hosts a conversation with Dr. Cassie Brownell, Dr. Stephanie Shelton, and Dr. Sandra Guzman Foster about how to successfully navigate graduate school, dissertation reading and writing, and the job market. Below is a transcript of the conversation. Carlson Coogler  0:11  Yeah, so everybody, welcome. Thank you so much for coming to our first but hopefully not our last invited speaker about this hosted by the graduate student committee of the qualitative research SIG of AERA, my name is Carlson and I'm the chair of this wonderful group of people who make up the graduate student committee. And so first and foremost, I want to acknowledge them and around a virtual applause. Thanks for all their hard work. This would not have happened without them as what our groups are initiatives not happened without them. So thank you so much to Amir, Deleasa, Jen, Kristen, Ashley, and Mariia for the incredible job y'all have done with all of this and running and supporting our three initiatives, the reading group, the writing group, and the dissertation slash add group while being yourselves graduate students and therefore very busy. Second, I want to welcome our attendees and encourage you to participate in our initiatives. And so if you are not already on our listserv, you can send us an email and that [email protected]. And then we can put that in the chat, but also that's on the flyer. So if you if you're interested in joining the reading the writing of the dissertation group finding out more about, then we encourage you to join our listserv for that. So, and groups will be meeting soon. So if you have you're not missing anything if you haven't gotten started yet. Third, and of course, very importantly, I want to thank our speakers. We are so grateful for your time and energy and are eager to  [...]. Thanks so much. So first is Dr. Cassie Brownell. She is an assistant professor of curriculum teaching and learning in the Ontario Institute for Studies and education at the University of Toronto. Her research takes up issues of educational justice and equity in early childhood. Drawing on critical socio cultural theory, Cassie examines children's socio political development through school based studies as well as community based research. She has received funding from the National Academy of Education slash the Central Research Foundation, Canada's Social Sciences and Human Humanities Research Council, the International literacies Association and the National Council of Teachers of education. Samples of her research can be found in the pages of anthropology and education quarterly theory into practice, Teachers College record and research in the teaching of English. Dr. Sandra L. Guzman boster earned her PhD in educational leadership and policy studies at Arizona State University, where she was also at Gates Millennium Scholar and a Spencer interdisciplinary fellow. Prior to joining the University of the Incarnate Word Dr. Guzman Foster work as an educational consultant, where she worked on several projects such as leading research and evaluation teams and fieldwork, developing course curriculum for online programs, and serving as a research subject matter expert, Dr. Guzman foster brings experienced an online hybrid pedagogy, curriculum development, teacher education, program evaluation, educational research and social justice education. Additionally, Dr. Guzman Foster has taught at the K 12 level community college level at the university level in Texas, Arizona and Colorado. A first generation college graduate Dr. Stephanie Ann Shelton is Associate Professor of qualitative research and program chair of the educational research program and the College of Education at the University of Alabama and affiliate faculty member in the Department of gender and race studies and the Gifted Education Program, research interests are often interview and focus gro(continued)

In this episode, Jessica Van Cleave (QR SIG Chair),  Alexandra Panos (Program Co-chair), and Cassie Quigley (Program Co-Chair) preview the Qualitative Research SIG's program for the AERA 2022 conference. They share about the business meeting, the conference hybrid format, tips for having a successful conference, and much more. Below are helpful conference links and the transcript of the conversation.  QR SIG AERA 2022 Program in Google Doc form: https://docs.google.com/document/d/1tP3sxCO91cc-qGYpw876t8adf1L_K1fy0cA2WsrP0DA/editAERA video training for presenters: https://www.youtube.com/watch?v=FKfPWsLcI0cJessica Van Cleave  0:20  Welcome to qualitative conversations the podcast of the qualitative research Special Interest Group at AERA. I'm Jessica Van Cleave, the chair of the QR SIG, and I'm happy to be joined today by Cassie Quigley and Alex Panos, our program co-chairs. In this episode, we preview the QR SIG's program for the 2022 AERA annual meeting, discuss what members can expect from the hybrid format, and highlight opportunities to connect for QRC graduate students and members. Dr. Cassie Quigley is an associate professor of science education and Chair in the Department of teaching, learning and leading at the School of Education at the University of Pittsburgh. She received her doctorate doctorate in Curriculum and Instruction at Indiana University in 2010. Dr. Quigley's his expertise in qualitative research is focused on methodologies that center the participants such as community based methodologies, using data collection methods such as photo methods. In the past 11 years, she has published over 50 articles and book chapters focused on these methods, including in journals such as the International Journal of qualitative studies and education, qualitative inquiry, the Journal of mixed methods research. She also co authored a book on STEAM education titled An educators guide to STEAM education, which is published by teachers college press. She has presented her qualitative work at numerous conferences both nationally and internationally. Additionally, she serves as a program co chair of the American Educational Research Association's Qualitative Research Special Interest Group. She teaches qualitative research methodology courses on topics such as participatory action, research, validity and reliability for qualitative work and ethics around educational research. Cassie is completing her three year term as program co chair this year, and she's done an incredible job during this unusual and ever changing time for eight era and the annual meeting. I'm so grateful for her service and dedication and putting together meaningful programs over the past three years and she will be missed on the executive committee. Alexandra Panos is an assistant professor of literacy studies and affiliate faculty and measurement and research in the College of Education at the University of South Florida. She earned her doctorate in literacy, language and culture education with a minor in inquiry methodology at Indiana University Bloomington in 2018. Dr. Panos takes an interdisciplinary stance in her work as a critical qualitative methodologist and grounds her theoretical methodological and empirical work. In her substantive field of literacy studies. She has published numerous articles and book chapters that focus on the critical environmental and spatial dimensions of qualitative methodologies of literacy studies. Most recently, she has served as senior guest editor on a special issue focusing on the spatial dimensions have taken for granted qualitative research practices related to masking and anonymization published in the International Journal of qualitative studies and education. We are fortunate to have Alex remain as a program co chair one more year to complete her three year term after the 2023 annual meeting. So what we wanted to start by talking about is the fact that the annual meeti(continued)

In this episode, Amy Stich interviews Kathy Roulston on interviewing in qualitative research. This conversation is great for both beginners and advanced researchers. The following is a transcript of the conversation. Amy Stich  0:11  Hello, everyone. Welcome to qualitative conversations Podcast Series hosted by the qualitative research special interest group of the American Educational Research Association. I'm Amy Stich and associate professor at the McBee institute of higher education at the University of Georgia and affiliated faculty with the qualitative research program here at UGA as well. I also currently serve as the CO-editor of the six newsletter with one of our students here at the Institute Erin Leach as a guest host today I'll be interviewing Dr. Kathy Roulston on interviewing. Dr. Roulston is a professor in the qualitative research program at the University of Georgia in Athens, Georgia. Her research interests include qualitative research methods, specifically qualitative interviewing and analysis of talk in interaction. Her most recent books include interviewing a guide to theory and practice. That's published with sage just coming out in 2022. And Exploring the Archives A Beginner's Guide for Qualitative Researchers co authored with Kathleen de Morais, and published by Myers education press. Outside work Kathy enjoys working with fiber and textiles, and exploring the creative pleasure of spinning hand dyeing and weaving. Dr. Roulston thanks so much for joining us to discuss a topic that all of our qualitative listeners will very likely know at least a little something about an interviewing may even be something that some of our more experienced listeners may at times take for granted as an all too familiar tool for data collection, rather than a method that provokes very meaningful, often critical methodological questions that I know you're going to talk about today. So why don't we just start by you telling us a little bit about your scholarly interests and interviewing and how you got started?Kathy Roulston  1:57  Thank you, Amy, for that lovely introduction. So I first became interested in the methodological aspects of interviewing when I was doing my doctoral studies at the University of Queensland in the 1990s. I had conducted quite a few qualitative interviews prior to that as part of my master's degree in the early 90s. But when I did those interviews, I really saw them as a transparent means for gaining information about the world. So when I was doing my doctoral studies, I was learning about ethno methodological approaches to analysis from Dr. Carolyn Baker. And I took a very puzzling excerpt from an interview that I had conducted in my earlier study, and I reanalyzed it. And then this analysis helped me to get a better understanding of the performance of work that goes into the construction of interview data, in the ways that interviewers and interviewees produce interview data together, and then also how, as a researcher, it's possible to cut and categorize the interview transcripts in a way that can generate findings that can actually distort the ways in which the talk was produced. So I think there's quite a lot of writing about that now. But Dorothy Smith wrote an article back in the early 70s, called theorizing as etiology. And I used that to think about how coding based approaches to data analysis can hide how researchers contribute to the generation of interview accounts. And, of course, I've done methodological work on research interviews since that time, and I still am very intrigued by how research interviews get done.Amy Stich  3:54  It's so interesting. And that's a really lovely transition into some of those deeper methodological or substantive questions surrounding interviewing. Can you talk to us about some of the recent developments in interviewing?Kathy Roulston  4:08  Yeah, thanks. Thank you, Amy. So, over the last couple of yea(continued)