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

Episode 36: Episode 36. Digital Tools and Technology in Qualitative Research

A podcast from the Qualitative Research Special Interest Group of the American Educational Research Association. Sponsored by International Journal of Qualitative Studies in Education (QSE).

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SPEAKERSApril Jones, Venus Watson, Boden Robertson, Ryn Bornhoft Boden Robertson  00:00Hello 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  01:30Hi, 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  02:01Hi, 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  02:22Hello, 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  03:01That'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  03:21So 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 

Episode 43: Episode 43. Culturally Sustaining Pedagogies

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

Episode 42: Episode 42. Jori Hall Interviews Giovanni Dazzo

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. 

Episode 41: Episode 41. Graduate Student Speaker Event (2022)

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

Episode 40: Episode 40. Tanja Burkhard Interviews Shena Sanchez

 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)

Episode 36: Episode 36. Digital Tools and Technology in Qualitative Research

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