Advertise on podcast: Qualitative Conversations

Episode Synopsis:What if teaching research methods didn’t feel intimidating—but instead felt creative, relatable, even a little fun? In this episode, we explore the thinking behind A Practical Guide to Teaching Research Methods in Education, where traditional approaches are turned on their head. The authors reveal how ‘candy sorting, storytelling, and even TV show pitches’ can unlock deeper understanding of complex research concepts. But this isn’t just about teaching techniques, it’s about reshaping the culture of research education. From fostering inclusive, equitable learning spaces to building communities rooted in collaboration and vulnerability, this conversation challenges how we think about who research is for—and how it should be taught.  Featured Resources: Terosky, A. L., Baker, V. L., & Sun, J. C. (Eds.). (2023). A practical guide to teaching research methods in education: Lesson plans and advice from faculty (1st ed.). Routledge. https://doi.org/10.4324/b23320 Pallas, A. M., & Neumann, A. (2019). Convergent teaching: Tools to spark deeper learning in college. Johns Hopkins University Press. Scholars mentioned: Ammie LaPointe Terosky  Vicki L. Baker Jeffrey C. Sun Aaron M. Pallas Anna Neumann Production Credits:Elizabeth Pope - HostAimee LaPointe Terosky - Co-Host Vicki L. Baker - Co-Host Jeffrey C. Sun - Co Host Jacob Bunch - Editor Jacob Bunch - Show Notes and ResourcesQualitative Research SIG Podcast Committee - Production AdvisoryQualitative Research SIG Podcast Committee Members:Laetitia AdelsonJacob Bunch,  Committee ChairPallavi ChhabraJonathan CokerJoshua CruzMelissa Hauber-ÖzerEmma McMain Seth McCallElizabeth MorganElizabeth Pope

Join us in this episode of Qualitative Conversations as  Melissa Hauber-Özer  (University of Missouri) hosts Meagan Call-Cummings (Johns Hopkins University) and  Giovanni Dazzo  (University of Georgia) to explore the transformative approach of critical participatory inquiry. Discover how this methodology promotes equitable knowledge production and social change, rooted in global South perspectives and critical theory. Their work, Critical Participatory Inquiry: An Interdisciplinary Guide, was honored with the AERA Qualitative Research SIG Book Award for 2025. Featured Resources:Call-Cummings, M., Dazzo, G. P., & Hauber-Özer, M. (2023). Critical participatory inquiry: An interdisciplinary guide. Sage Publications.    Fals-Borda, O., Rahman, M.A. (1991). Action and Knowledge: Breaking the Monopoly with Participatory Action-Research. Bloomsbury Academic   Call-Cummings, M., Hauber-Özer, M., & Dazzo, G. P. (Eds.). (2023). The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts. Taylor & Francis Group.     Kirk, J., & Miller, M. L. (1986).Reliability and validity in qualitative research (Vol. 1). Sage.    Scholars mentioned:  Paulo Freire  Frantz Fanon Walter D. Mignolo  Sharrell Hassell-Goodman   Production Credits:Melissa Hauber-Özer - Host Meagan Call-Cummings - Co-Host Giovanni Dazzo - Co-Host Jacob Bunch - Editor Pallavi Chhabra and Jacob Bunch - Show Notes and Resources Qualitative Research SIG Podcast Committee - Production AdvisoryQualitative Research SIG Podcast Committee Members: Laetitia Adelson Jacob Bunch,  Committee Chair Pallavi ChhabraJonathan Coker Joshua Cruz Melissa Hauber-Özer Emma McMain  Seth McCall Elizabeth Morgan Elizabeth Pope

SPEAKERS April Jones, Venus Watson, Boden Robertson, Ryn Bornhoft   Boden Robertson  00:00 Hello everyone and welcome to qualitative conversations the podcast series hosted by the qualitative research special interest group of the American Educational Research Association. My name is Boden Robertson and I'm a PhD candidate in educational research at the University of Alabama specializing in qualitative methodologies and will serve as the moderator for our episode. Our focus today will be the recent conference on culturally sustaining pedagogy to critique and reimagine teaching qualitative research that was hosted by the College of Education Department of Educational Studies, psychology research methodology, and counseling and funded through the Spencer Foundation. Drs. Stephanie Shelton and Kelly Guyotte at the University of Alabama received a grant for the conference. Put tons of planning and coordination into it and along with invaluable support of April Jones and Carlson Coogler, who are both graduate students here at the University of Alabama. The conference brought an array of scholars to examine culturally sustaining approaches teaching and conducting qualitative research. Our episodes guests today are graduate students in the educational research PhD program at the University of Alabama who are also specializing in qualitative methodologies, and who attended the conference and will and will focus on their experiences from the conference and their process of understanding culturally sustaining pedagogies and their impact. We're very happy to be participating in this today. And we'll start with introductions from our guests, April Jones, Venus Watkins, and Ryn Bornhoft, if you'd please introduce yourselves.   April Jones  01:30 Hi, everybody. I'm so glad to be here. My name is April Jones. I am a doctoral candidate in the program at the University of Alabama that Boden has just mentioned. My research interests centers, areas of child welfare and juvenile justice specifically surrounding issues of social work and social justice, social justice, along with the marginalized communities that engage with and intersect with those particular systems.   Venus Watson  02:01 Hi, my name is Venus Watson and I am a PhD candidate at the University of Alabama with a focus on qualitative methodologies. And my research interests include black girlhood, black womanhood, and identity. I'm super excited to be here with you guys today.   Ryn Bornhoft  02:22 Hello, my name is Renbourn haft I am excited to be here. This is my first time ever recording a podcast. So I am focusing on issues surrounding disability and educational access in informal education settings, such as museums sort of covering both K through 12 and adult to a certain extent since museums have mixed audiences. So I'm looking forward to all our discussions. And I'm a PhD student.   Boden Robertson  03:01 That's also that's also important, right. Well, thank you. Thank you guys. All for. Thank you all for joining us. So we'll start with, we'll start with the first question, which is, I guess kind of obvious. So in, in your opinion, what does culturally sustaining pedagogy mean?   Venus Watson  03:21 So in my opinion, culturally sustaining pedagogies, their teaching methods that do more than just accept or include a student's cultural backgrounds in the classroom. So they aim to support and keep those cultural practices and identities alive and growing. This approach understands that students come from diverse cultural backgrounds, and that these differences are valuable. And

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 am Jori Hall, a professor in the Department of Educational Psychology at the University of Illinois at Chicago. I also serve as the chair of the Egon Guba Award for Outstanding Contributions to Qualitative Research for the Qualitative Research Special Interest Group. I am beyond excited today to be joined by Dr. Giovanni Dazzo who was the recipient of the 2023 QRSIG Outstanding Dissertation Award for his dissertation titled Restorative validity: Exploring how critical participatory inquiry can promote peace, justice and healing. Giovanni is an interdisciplinary researcher, and evaluator and assistant professor at the University of Georgia. His work is focused on critical theoretical approaches to research and evaluation methodologies. In particular, he is interested in exploring the intersections of validity and ethics within critical participatory forms of inquiry, and the ways in which research and social policies can better be informed by communities. His work has been featured in a multitude of peer reviewed journals, such as the International Journal of Qualitative Methods, Educational Action Research, Cultural Studies ⇔ Critical Methodologies, and Conflict Resolution Quarterly. Giovanni is also the co-author of the recently published textbook by Sage called Critical Participatory Inquiry: An Interdisciplinary Guide. Giovanni, it is a pleasure to have you with us today. Thank you, Jori. It's a pleasure to be here. You make me sound so good. Well, it's easy based on all the fabulous things you've done. Are you ready to get started? Giovanni? Yeah, let's get started. Great. So I was thinking that our audience would greatly appreciate learning more about your dissertation work. Can you just talk a little bit about your dissertation, maybe about its scope? Yeah, so the dissertation really focused on a long term critical participatory action research project in Guatemala. And I partnered with an organization that conducts forensic anthropology. It's the forensic anthropology foundation of Guatemala. So essentially, in their day to day, they investigate possible made mass grave sites that resulted from the country's 36 year armed conflict, which happened from 1960 to 1996. And then they work closely with communities who witnessed and experienced those atrocities to document the stories of those who are forcibly disappeared by the government. And they then extract DNA from living family members exhumed human remains from mass grave sites, and then attempt to match the DNA so they can identify those who were disappeared. So I worked alongside the forensic anthropology foundation of Guatemala or FAFG. And Kaqchikel speaking my community to see how we could all together as a research collective, explore how the research process could be made more restorative. And really, if you start to think about it, the work of FAFG is literally extractive to communities. They're pulling DNA from swamps, they're digging into the earth, and they're hoping to produce a match. Unfortunately, the success rate at the moment is just 14%. Because these human remains have been in the ground anywhere between 28 to 64 years. And those who witnessed the atrocities happen. They continue to pass away as time goes by. So we really sought to form the basis for this conceptual methodological framework called restorative validity. Truthfully, I stopped calling it a framework, because journal reviewers kept asking, is it a theoretical framework, a conceptual framework, a methodological framework so I started calling it what it is, and it's an agenda. It's a call to action. And we really wanted to explore and understand the factors that aid or impede

1 00:00:03.980 --> 00:00:12.030 Katrina 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   2 00:00:12.680 --> 00:00:18.760 Katrina Struloeff: and we're very grateful to have our 3 panelists Dr. Pharaoh, Dr. Sanchez and Dr. Pianan.   3 00:00:18.820 --> 00:00:30.150 Katrina 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.   4 00:00:30.350 --> 00:00:34.440 Katrina Struloeff: the ethical, mythological, and philosophical elements of qualitative research.   5 00:00:34.470 --> 00:00:40.439 Katrina Struloeff: and we really are looking to ensure the legitimization of nontraditional forms of research   6 00:00:40.460 --> 00:00:51.169 Katrina 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.   7 00:00:51.420 --> 00:00:59.140 Katrina 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.   8 00:00:59.350 --> 00:01:04.070 Katrina Struloeff: And then from there we'll open it up for a. Q. A. From participants in the audience.   9 00:01:04.160 --> 00:01:11.770 Katrina 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.   10 00:01:11.900 --> 00:01:19.350 Katrina 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   11 00:01:19.420 --> 00:01:23.559 Katrina Struloeff: to discuss her role as a non Academic academic Call   12 00:01:23.630 --> 00:01:25.910 Katrina Struloeff: Job at the School District of Philadelphia.   13 00:01:27.170 --> 00:01:36.449 Elisabeth 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.   14 00:01:36.480 --> 00:01:43.540 Elisabeth 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.   15 00:01:43.850 --> 00:01:51.479 Elisabeth 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   16 00:01:51.570 --> 00:01:55.910 Elisabeth G. Fornaro (Lis) (she/her): Ask for any clarification or any more information on anything I share.   17 00:01:56.190 --> 00:02:01.969 Elisabeth G. Fornaro (Lis) (she/her): so I went to Temple University, which is in Philadelphia, and I studied urban education.   18 00:02:02.270 --> 00:02:08.999 Elisabeth G. Fornaro (Lis) (she/her): My dissertation was qualitative. I. It was loosely based on ethnographic methods.

SPEAKERS Tanja Burkhard, Shena Sanchez   Tanja Burkhard  00:16 Okay, 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  00:59 Hi, 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  01:13 Okay, 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  01:37 Yeah, 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 podcast Thu, Mar 30, 2023 8:12PM • 20:30 SUMMARY KEYWORDS sig, sessions, qr, conference, qualitative research, opportunities, year, program, virtual, submission, jessica, members, methodologies, education, annual meeting, reception, wonderful, community, literacy, reviewers SPEAKERS Renuka de Silva, Alexandra Panos, Jessica Van Cleave   Jessica Van Cleave  00:04 Welcome 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  03:58 Thanks, Jessica. It's wonderful to be here today. So the place-based and virtual components are really similar to normal conference experiences. We have 13 sessions in the place based conference taking place in Chicago, and four sessions in the virtual component in May. We're really excited that we received powerful proposals for both parts of the conference. And we wanted to make sure that people realized that if you register for the place based conference, you automatically are able to join virtually in May. And of course we encourage all folks to check out the program this year and reach out to the wonderful presenters about their work, even if they're not able to attend one or both formats of the conference. We tried to make the program really visible in our newsletter that will be coming out in recent weeks and right before the place based conference, and encourage synergies and connectivities over time and space in these place based and virtual components.   Jessica Van Cleave  04:57 Thank you so much. That's really helpful to conceptualize the two different spaces where we can engage this year. So can you offer us an overview of the program? For example, how many sessions does the QR SIG offer? And what kinds of topics can attendees expect to find?   Renuka de Silva  05:55 Thank you, Jessica. I would love to answer that question. As we said, we have a total of 17 sessions this year across the place based and virtual conference opportunities. We're excited about all of our sessions. One session that is particularly exciting is one we are co sponsoring with our wonderful colleagues in Division G, social contexts of education, on Monday at 4:10, titled, Educational Research at the Intersection of Contemporary Black Studies and Posthumanism: Risk, Possibilities, and Purpose. We hope that this session brings our two units closer together to consider the important ideas the presenters are sharing. We are grateful for the broad range of expertise being shared this year with topics addressing innovative applied methods, critical engagement with qualitative methodologies, and creative and thoughtful sessions designed to bring many ideas together from many perspectives, to other place based sessions that are bringing big groups of folks together, to think broadly are Writing and Articulation of Qualitative Research on Monday at 2:50pm and Postfoundational Qualitative Inquiry on Tuesday at 9:50am. And we want to give a shout out to our virtual symposium Interrogating Consequential Education Research in Pursuit of Truth in Living Theory, which will be Thursday, May 4, at 8am CST.   Jessica Van Cleave  06:09 Wonderful! It sounds like there really are some exciting offerings this year. I'm looking forward to this. So there is a long process that gets us to this place of building such an interesting and exciting program. So can you talk to us a little bit about what is the process for reviewing and accepting submissions and what kinds of things are taken into account in that process?   Alexandra Panos  09:05 Definitely. It's the biggest part of our work as program co chairs and one that we believe is exceptionally important and something we take very seriously. So we would like to start by saying that we rely heavily on the expertise of our volunteers who share valuable insights about each submission. This is not something we do in isolation. We rely on the volunteers in our in our community here in the QR SIG. To support this process. We together as program co chairs assign each submission for reviewers with one of those being a graduate student who's getting experience in this process and practice. While supported by outside folks, as a team, then we individually and collaboratively consider each submission and its reviews to make a final decision of acceptance or rejection. And one thing I'd like to point out is that when we initially match reviewers with a submission, we prioritize matching reviewers with submissions in their areas of expertise, in particular, for work that's being proposed that has been historically in prejudice presently marginalized in the academy. So for folks who submit proposals that might have keywords or topics related to critical race theory, queer theory, feminist methodologies, or disability studies, just to name a few, certainly others, we do our absolute best to ensure, in particular for those that they have reviewers with background in those areas. We also want to note that while we certainly love having submissions that address the conference theme, we welcome all submissions, addressing qualitative methodologies, and that that's the center point. For our review process, centering methodology, qualitative methodologies, the most important part of a proposal and what we're looking for, in the QR SIG. But as a whole, the review process, we tried to make it as holistic as possible, informed by the experts that make up this wonderful community.   Jessica Van Cleave  11:09 It's still in the context of AERA, which is enormous. So how can members locate the sessions that they are interested in from the QR SIG for the place based meeting.    Renuka de Silva  11:42 Definitely check out the online program through AERA. There's a great feature that you can map out your own schedule by favoriting, or liking, your sessions. And you can search by unit to find the session for your SIG. Additionally, our newsletter will be out by the conference and includes an overview of the program. So that should be helpful.    Jessica Van Cleave  12:07 Fantastic. Yeah, there are some great tools out there and, and do look out for the information coming out via the listserv as we get closer to the play space annual conference. So how can members access the virtual sessions.   Alexandra Panos  12:24 So very similarly, you'll get login information from AERA for accessing the virtual platform, and then you'll also be able to access the sessions through AERA web page, but look for info from AERA directly, not just from us for accessing that virtual space. But in terms of our program, you can see the sessions in the program the same way you

SPEAKERS Alecia Jackson, Lisa Mazzei, Jessica Van Cleave   Jessica Van Cleave Hello 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 Mazzei Delighted to be here. Thanks for inviting us.   Alecia Jackson Thank you for the invitation.   Jessica Van Cleave Absolutely. 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 Mazzei Well, 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 were very positive for the book. But people who read the proposal didn't think that we could secure some of the authors that we had said we would put that would contribute. And they didn't know that I had studied with Patti Lather at Ohio State University, Alecia had studied with Bettie St. Pierre at the University of Georgia, and through these feminist networks, we had connections with some scholars who were doing some very interesting work. So that was the that was the beginning of our long and fruitful partnership.   Alecia Jackson Yeah, when we were working on the voice book, I traveled to Manchester. And so we had some writing time together. So one thing I do want to say is that Lisa and I have, ever since the collaboration began, we've never we've never lived in the same time zone. Is that right? Yeah, that's right. Yeah. Yeah. So I think that's something that, you know, is really unique to the way that we've made things work. But we went to Manchester, we worked on the voice book, and then you came here, and we were working on Thinking with Theory. So we've had a couple of times that we've worked together, but in you know, Lisa has explained kind of the origin story. And then how Thinking with Theory came about is that after the voice book, we got really interested in we both were doing separately, we both were working on philosophically informed inquiry. And it didn't have that name at the time. Nobody was calling it that. Nobody was you know, calling it thinking with theory. It didn't have a name. And but it's what we were doing. And we started because we're reading each other's work and through the voice book, we realized is that, you know, what, what would it be like to, you know, to write something together, that was an alternative to, quote, data analysis. We were both talking about how to teach this way of doing this kind of analytic work and conceptual work. And there were lots of journal articles that people doing this kind of analytic thinking. But there wasn't anything that was out there cohesive, that we could use me, really to us in our teaching, that was kind of the impetus. So we were at the Congress. And we were out to dinner with Philip Mudd, who was our editor for the voice book. And we pitched this idea of taking, you know, one data set, and we will talk about how we don't really use that language anymore in a moment. But we talked to him about how to maybe conceptualize a book where we had one set of data that we looked at, that we analyzed across different theories. And he really loved it. And at that dinner, you know, he said, Yeah, let's put this together and see, see what it's like.   Jessica Van Cleave Thank you so much. It's really fantastic to sort of trace that process, obviously, briefly from that first meeting, until the beginnings of thinking with theory. So as you began the process of writing, thinking with theory and moving through to publication, what were your hopes for the book at the time?   Lisa Mazzei I think I don't know, I don't know what our hopes were, I think our hopes were that it would be I mean, we've talked, we talked about our work when we started envisioning a new project as what kind of intervention do we want to make? And I remember extending what Alecia was saying, I remember being at the Congress, and we started talking about wanting something for our teaching and going to the book exhibit and looking at what was what was presented as analysis. And it was all about coding. And so our I think, you know, our initial hope was, well, this, this isn't what this is not representative of the kind of work that we do. This isn't how we teach our students. And so as Alecia said, We wanted something for our own teaching. And maybe I guess the hope was that it would be picked up by others and be useful to them. So   Alecia Jackson yes, I think it was a matter of, of what Lisa said, the intervention, I think, is a really good word. We, as I mentioned, what we did there wasn't a name for what we were doing. And we said, we wanted that we you know, Bettie St. Pierre always says write something that people can cite. And so that was something that, you know, she's always said to, and you've probably heard it too, Jessica, write something that people can cite. And, and, and put something out in the world that people can, you know, can use, and I really have a big part of part of the impetus for both of us, I think was to give this alternative to the field and name it in some way and have it so that, you know, it was it would become something that was recognizable that people could use, and really to take the field into that direction. I think that we, you know, back in the early 2010 to 12 qualitative research was shifting. It was shifting away from, you know, interpretive work and even critical work. And it was just time, it was time to bring it all together and give it a name and give it a place. And there was just so much enthusiasm right away because I think people were really didn't feel like coding was really analysis. So, you know, we had already done some work on that talking, writing about pieces, we're writing about how coding is not analysis and, and I thought this was just a way to give it a place in in the in the in the field   Jessica Van Cleave Well, I mean, it's fascinating because as you said, Yes and that advice from Bettie it's definitely something that that I think all of us who have ever worked with her have heard, and it's so true. since y'all have published the first edition of Thinking with Theory, there's been an explosion of all of the you know, the methodologies without methodology, and concept as method and anti-methodology. You know, this sort of thing that you said there was a hunger for at the time. I mean, I think there's no better evidence than how much has proliferated since then. So in the years since its initial publication, Thinking with Theory has become a staple in qualitative inquiry. People are citing it not on

SUMMARY KEYWORDS ukraine, war, people, ukrainian, asu, research, students, education, happening, invasion, qualitative research, february, questions, crimea, russia, universities, fled, podcast, family, moment SPEAKERS Tim, Mariia Tim  00:15 Hello 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  02:41 Tim, 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  02:53 So what brought you to ASU doctoral program. Mariia  02:57 So, 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  04:35 Yeah, 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 deep knowledge and experience in Ukraine and in how this connects maybe to your own research and really builds off some of that background. So perhaps we could start with you telling us what are you doing in February of this year when the war ramped up? Mariia  05:05 So I've just finished my perspectives de France. And I was planning to go back to Ukraine in March, but then to do my data collection, but then all the flights have been canceled due to the full scale invasion. Yeah, so I think that was the moment where I had to make quiet, hard decisions first, do I continue with my dissertation? Then if I do, then how do I continue? And there were a lot of personal issues as well as research questions, ethical considerations. Yeah, so had to resolve a lot of those factors. Tim  05:54 I can actually remember sitting down with you early in the winter of 2022. Before the, the the invasion, and we had a conversation. And I think, some, I guess, what struck me and what I still remember about that, as you were situating, lots of the events that were kind of unfolding because this was a time when Russia had started to militarize the border, and they kind of brought this big presence of military forces right around the border. And I was just kind of asking you about this. And what you did really nicely is situate this historically, you provided some context and things. And of course, this isn't a History podcast, but maybe you can give some background about the background and history of the war. And maybe share a little bit about what happened in 2014, and how that might connect in some ways to 2020. Mariia  06:53 So although there is a very common discourse, saying that the vast and by West people usually refer to the United States and NATO, saying that they put too much pressure on Russian presidents, and it caused a triggered the war. But I think it the tension began much earlier between Ukraine and Russia back in 2010, when victory and a college, very pro Russian president came to power in 2016 Ukrainian government's decision to suspend the signing of an Association Agreement with the European Union, and choosing closer ties to Russia and the Eurasian Economic Union sparked progress among the Ukrainian people. The scope of progress widened, with calls for the resignation of President victory on a college and the garment. The protests later Friday expanded into Ramadan and the Revolution of Dignity. A year later in 2014, protesters eventually occupied a government buildings in many regions of Ukraine. The uprising climaxed on 18th 20th of February 2014 and fierce fighting and cave between Milan activists and pleas resulted in deaths of almost 100 protesters and 13 police officers present in college and other government ministers fled the country to Russia. And just a week later, the so called little green man, as they were famously named in media appeared in Crimea in unmarked green army uniforms, carrying modern Russian military weapons and equipment. They took over control of strategic positions in Crimea and set Russian flags. Later in April 2014. Large parts of the Knights can Luhansk regions were seized by pro Russian terrorists backed by a Russian military since the start of the war in Ukraine in 2014. With the annexation of Crimea and invasion into Donbass, which are Donetsk and Luhansk region by Russia, Ukraine has become one of the countries with the highest number of internally displaced people worldwide. And these numbers can be compared to countries such as Iraq, Afghanistan and Sudan. And by the summer of 2014, the Ukrainian ministry for social policy had already registered close to 2 million internally displaced people, and an estimated 1 million people have fled from war zone to the Russian Federation. In terms of education, from the scarce resources available, it is known that at the beginning of the conflict about back in 2014, about 700 educational institutions suffered both higher education and school level education at the higher level education about 700,000 students and teachers for more More than three and a half 1000 educational institutions experienced psychological difficulties due to military conflict in obtaining education. And students consider about 30% of those affected by war. After the 24th of February 2022, after the full scale invasion of Russia into Ukraine, over 1000, educational institutions have suffered bombing and shelling, and about 100 of them have been destroyed completely. And these numbers are continuously increasing. almost 10 million Ukrainian refugees have fled Ukraine since this escalation. And another 7 million more have been displaced internally within Ukraine, and over 12 million have been affected in the areas hardest hit by the war. And also how to remember that throughout over 7.5 million children that now are considered Children of War, and not to mention that the humanitarian needs are constantly increasing. Tim  11:10 Yeah, thanks. So what's really clear, I think in talking with you, around this is that these events are part of a much larger, longer history that extends beyond February of this year in in dates much prior to that. But maybe you can tell us, if you're open to sharing a little bit about how you've experienced the changes of the war, the escalation within since this last year, and especially maybe how you've experienced this as a doc student doing research and qualitative research. Mariia  11:52 Um, I think I made quite a few interesting discoveries for me both as a researcher and a human being and Ukrainian citizen, is that it's a very non translatable experience. So you can't really explain this to someone who hasn't been through similar events. Also, the news don't really reflect what is happening day by day process. After the full invasion, I had to make a decision on whether I continue with my dissertation, because the first instinct was just to pack my luggage and go back to Ukraine. And I wanted to help in some way I

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 proposal Forum is an opportunity for graduate students, for postdocs and for early career faculty who are submitting to AERA. Maybe for the first time or the second time, who would like to get some feedback on their proposals, and most usually send an email out sometime in mid May, early June or something like that. And we'll ask for folks who want to participate in that, then we will seek mentors that will be willing to read those proposals. And then we do some matching that there's a matching that happens. And then the folks who are seeking feedback will submit their proposals, which will be read by the mentors. And then the idea is that we're really helping these early career and emerging scholars to get great feedback and to really submit high quality submissions that have a high likelihood of getting accepted into the QR SIG program. Our second initiative is the mentoring session. And this is one that I think is probably is one of our more popular ones. And a lot of people have heard of it because it actually shows up on the AERA program. This one is geared toward graduate students and postdocs and I think you're actually participating this year and that right person, Carlson Coogler  4:49  yes, I am really excited about it. Kelly Guyotte  4:51  Great. The mentoring session. Like I said, it happens during the AI era annual meeting. This is an opportunity for folks to get together. Thankfully, we're gonna be back face to face this year, which we're really excited about. We ran it virtually last year. And it actually ended up being really lovely in a virtual setting as well. But typically what happens is folks come together, they get an opportunity to, to chat with one another to talk a little bit about what we call, quote unquote, areas of stuckness. So where are folks stuck methodologically. And so we invite senior scholars and folks who have experienced this type of thing and have wisdom that they can share, and to serve as support for these folks during the session that actually happens during the eight year a meeting. And then the final initiative is our office hours initiative. And so we've actually recently opened this up so that it caters to a lot of different types of scholars. So we have it open toward graduate students. So all of our initiatives are open to graduate students, postdocs, and faculty at any stage. So the idea here is that anyone who feels like they need mentorship can participate in this program. And if you're part of the QR SIG, you may have seen the emails have gone out quite recently on this one. This used to be a face to face meeting that happened at a era. But we've since moved that to be more virtual, although people who are attending AERA, of course, could meet face to face. But these are typically one on one meetings and they're you know, about half an hour in length, we call office hours because if your graduates, your professors office, during office hours, you're having a short one on one meeting, getting some really good focused feedback from them. And then sometimes these relationships continue to evolve, and people stay connected after that. And then sometimes it's a one off thing. But regardless, it's a great way to get some feedback on things that are going on with you methodologically.Carlson Coogler  6:44  That's awesome. I have experienced or am going to be experiencing all three of those. So it's nice to hear it described like that you describe some of this in your last answer. But is there anything you'd like to add about the process about like how mentors or mentees sign up?Kelly Guyotte  6:59  Yeah, we always submit our calls through the QR SIG listserv. And so if you're interested in participating in any of our initiatives, become a member of the QR SIG. And that way you can get these emails and get information about all of our initiatives. You may also have professors or colleagues who are members, and they may be willing to pass along the information to you. But the QR SIG is typically how we share that information our mentees matched to mentors. That is also a really good question. So I am just one of a team. We have a big committee of folks that work together on all of these initiatives. And they work really hard on the matching part. So typically, we try to design our forms in our surveys that we send out so that we can get information that will be helpful for us to match our mentees and our mentors in a way that's meaningful. So for instance, we may ask for things like methodological areas of interest areas that you're working in. Or we may ask things to the nature of theory, what are the theories that that you're you're working with. And then oftentimes, we have started to ask for specific mentors that folks would like to work with. And so we take all of these suggestions and all of this information. And we just have really smart people that are dedicated to making sure that these pairs and these collaborations are meaningful and thoughtfully designed and constructed. A lot of the behind the scenes work that we do as a committee is the matching that really took tends to take a lot of our time. And we just really try to make sure that people are paired with the types of folks that they're wanting, and that we allow, or we cultivate methodological and theoretical fit. Carlson Coogler  8:46  Definitely experienced that methodological and theoretical fit and how I've been matched. I really appreciate that. What are the or what does a typical session meeting meet up between mentor and mentee look alike?Kelly Guyotte  8:57  So that's that depends. And I mentioned all three of our initiatives. And I think I may have talked a little bit about this, but just to be really concise and straightforward with your answer with a proposal forum. The connection is purely through email. It's all virtual. They're encouraged if they want to, they could meet up and do a zoom or something like that. But typically, it's just the mentee emails. The proposal to the mentor reviews, it emails back feedback.

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 group base and include examining intersections of gender identities, gender expressions, sexualities, race and class and educational context. publications have appeared in qualitative inquiry, the International Journal of qualitative studies and education, qualitative research journal GLP, a journal of lesbian and gay studies, the International Journal of Transgender Health, The Journal of lesbian studies, and teaching and teacher education. She has published four books, including feminism and intersectionality in academia, women's narratives and experiences in higher education 2018, which was reprinted in 2020, and the just published Encyclopedia of queer studies and education. She was the 2020, recipient of the American Educational Research Association, Early Career Award and measurement and research methodology, and the 2021, recipient of the NCTE LGBTQ plus leadership and advocacy at work. So without further ado, I will pass this over to Dr. Brownell. Dr. Brownel  4:19  Thanks so much for having us. It's super exciting to be here with you all. And especially for this first event with such phenomenal co speakers here with me. I tend to speak a little fast, especially when I get excited. So I'm going to turn on the captions here for folks as well. So as mentioned, my name is Cassie Brownell, I'm an assistant professor just in my fourth year having just completed my interim tenure review this past year, and I have put together a bit of a slideshow to organize my thoughts and share with you all and so the link is available for you here. Just the tinyurl.com QR dash reading that you're also welcome to find me on Twitter either now or later. And I've framed this around motivation and procrastination, the lessons and overwhelm and academic reading. And I'm going to hopefully share some tips and tricks, but a little bit of my own journey with you as well. So to get us started just an overview of what I'll be talking about today, and I'm gonna begin with a portrait of a reader to be myself. And then moving forward talking about building your stack borrowing some language from NCTE, which I know Dr. Shelton will appreciate thinking about reading practice and reading as practice. And then thinking beyond overwhelm, which I think is a common thing when we're thinking about reading, at least for someone like me. So to begin, I wanted to insert a little comment here about this is really a portrait of a reluctant reader. So it felt like this image of this woman on her phone with her computer, that maybe with a text that she's turned her back to a really represents me a lot of days. And this is my reaction to how I felt to being asked to participate today was saying, what you asked me, I wouldn't say I particularly like reading. And then thinking, whenever I'm reading, I feel like I have to read a sentence, a paragraph, a page over and over again. And that's true, both as someone who is trying to often grasp ideas, theories, or in different sorts of ways remember the things that I'm reading. But it's also true in that I am someone who was recently diagnosed with ADHD. And so that sort of executive dysfunction and working memory is something that I've really been working through. And so I have a sigh here as well, in that having recently been diagnosed and started on some medications. Reading for me is something that is really quite different. And it's given me a new energy as I've moved forward with reading. So I'm coming to you today as someone who's practice reading a bit more recently in a new way, where I'm not having to reread sentences, pages and paragraphs over and over or reread articles over and over. But as someone who also has have had a lot of difficulty in reading at different times. So in thinking about those sorts of experiences, I wanted to start by talking a bit about myself as a reader, and both in graduate school and now as a faculty member. And so I have four big ideas here. The first is talking about building your stamina. And this is something that I borrow from my time when I was a first grade teacher. And we used to use this kind of program where we would talk about how you needed to build a young learners ability to sit and to read for longer periods of time. So we would start with just two minutes, two minutes of reading, and build up to having a little first grader who then is able to sit and read for 20 minutes. And this is something that I see as being really common and necessary for us in the world of academia, and learning to sit and read for long periods of time, or to pick up our reading and be interrupted by family members. But to come back to it in the same sort of way. And so in the same ways that we might build our stamina for working out, we need to do that too, for reading as well as for writing. The second sort of thing that I came into graduate school thinking about, and thanks to the wisdom of colleagues at Michigan State University who were farther along than I was in the program, as well as the wisdom of some of our faculty members who taught our initial pro seminars was to really not be afraid to divide and conquer our readings. So with a group of colleagues who are in my cohort, my first year at graduate school, we would take our readings for our Pro Seminar and each of us would really hone in on one particular reading, and then we would come together and we would share about those readings, having skimmed the other ones or maybe had more time to read some of them more closely than others. But it provided us a space to try out some of the ideas and you might want to talk about in class, to work through some of the questions you might have had in reading the different texts. But it also helped us to know that we didn't have to read every single word, which is something that I will come back to you throughout this sort of short presentation. Another thing that I think is really important that I definitely cried the first time my friend when Watanabe, who was a Michigan State student

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 meeting this year is hybrid. And this is the first time that AERA has has held the meeting in hybrid format. So how has that impacted the program? And what can attendees expect? Um, overall, that means that some of our sessions are going to be in person, and some of them are going to be virtual. And the virtual sessions are going to be accessible through Passable, which is the platform that Ara has hired this year and contracted with to provide the virtual conference experience. The in person sessions are going to look just like in person sessions have always looked at AERA. And so members can anticipate either attending sessions if they have registered for the in person or place based meeting, or I'm logging on to the Passable platform and attending via zoom, kind of similar platform. It's kind of zoom embedded within passable in order to access the virtual sessions. And then as happened last year, poster presentations are going to be provided in the virtual gallery that will be accessible both through the passable platform and the eight year website in our virtual gallery. Alexandra Panos  4:41  One thing to add to that, Jessica, sorry, I cut you off. I was just going to add that the play space participants can access the virtual platform space so for them it really is hybrid. But if you're a virtual, you can't access all playspace sessions. There are some that will be made available and streamed live through passable as well.Jessica Van Cleave  5:08  That's right, Alex. Yeah. So So depending on how you register, you're going to have access to different types of sessions. If you are in the playspace session, you'll have access to all of the various sessions. So I'm Cassie, can you give us an overview of the QR sync program? How many sessions there are and what kind of topics that attendees can expect to find?Cassie Quigley  5:30  Yeah, absolutely. We're really excited. And thank you all for your, you know, your work in the QR SIG. We will have seven in person paper or symposium sessions, we will have four virtual sessions that are paper or symposium sessions, one virtual business meeting, so hope to see you there and one in person mentoring session. So for the mentoring session, a folks who are participating have already received that information. And this is a closed session. But if you're interested in learning more, or joining this session next year, this is an annual event and you can contact them mentoring committee chair, Kelly Guyette. We have other exciting opportunities for mentorship as well, including mentor mentee office hours, we're so fortunate to have so many committed mentors, we thank them for their time and service to the QR SIG. And, Alex, do you want to just talk to us a little bit about the process for reviewing and accepting submissions? And what kind of things we tend to take into account as we're doing this work?Alexandra Panos  6:38  Yeah, definitely. Cuz he, um, so every year, the call goes out after after the conference. And then as program coaches, we wait for submissions, and look forward to receiving them. When we get submissions through the platform. We review each submission to be sure that they're complete, that they are a good fit for our SIG that there aren't any anonymization issues with those. And then we go on to invite reviewers who have expertise in the area of each proposal. So we've read each proposal, we invite reviewers to join us and thinking about those and give us their expert feedback. This is one of the reasons why we so value our SIG member reviewers, you are so essential to this process. I don't think Cassie and I could explain that enough. If you want to review in the future. Just a quick note, it's really helpful to indicate your areas of expertise using the keyword feature when you sign up to review. Because after we get the submissions when we review them, we make matches based on folks expertise. And once those reviews are returned, after a lot of hard work by reviewers, we carefully go through them looking at both the quantitative and qualitative feedback that each reviewer provides to determine which papers to accept. This year, we had fewer places, fewer allocated sessions and papers than we have in past year. So we definitely had to make a lot of difficult decisions. But as we process all the information we have available, we really take into account the reviews of these of the experts we invite to join us in this process, which includes three reviewers and one graduate student reviewer. And another thing about the system: how we access things. So we work on that back end system of AERA, which please sign up to review next year using that system. But it's a little different than the actual access to the conference system. So Jessica, I know you've been attending a lot of trainings on this. I wonder if you can share a little bit about how members can access the sessions that they want to attend through the political platform.Jessica Van Cleave  8:57  Yeah, absolutely. Alex, thank you. So if you are in San Diego, then the way that you attend sessions that are placed based in San Diego is you just go to them. So that is the easy part. Right? That's what we're used to doing. That is what's familiar back in the olden days of 2019. That is how we used to attend AERA, that option is still available and it's fantastic. So, if you have registered for the place based session, then that is how you will attend in person sessions. Now if you are a virtual registrant, you cannot attend to those playspace sessions. AERA is not planning to stream or record place-based sessions except for a select few as Alex mentioned earlier, like the Presidential sessions and things like that. Otherwise, the in person face to face playspace sessions are only accessible by those who are in San Diego attending the conference. If you are in San Diego, you can also attend the virtual sessions are obviously if you're a virtual registered, then you'll be attending those virtual sessions as we