Qualitative Conversations

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...

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...

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...

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...

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 qrsiggrads@gmail.com. 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...

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/edit AERA video training for presenters: https://www.youtube.com/watch?v=FKfPWsLcI0c Jessica 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...

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

In this episode Stephanie Shelton talks with Kiara Summerville, Erica Campbell, Krystal Flantroy, and Ashley Prowell about their experiences collaborating and co-authoring an article on Black Feminist thought in the field of Qualitative Inquiry. The episode raises important questions about representation, experience, and process in the doing and teaching of qualitative research. A transcript of the conversation follows. Stephanie Shelton 00:10 Right. Hello everyone and welcome to qualitative conversations Podcast Series hosted by the qualitative research special interest group, the American Educational Research Association. I'm Stephanie Shelton, a guest host for this episode on collaboration and co-authorship. And I'm excited to be joined today by my brilliant co-authors of a wonderful article. Krystal Flantroy, Kiara Summerville, Erica Campbell and Ashley Nicole Prowell. And so Kiara, if we could just introduce yourselves maybe an author order. So Kiara, then Erica, then Krystal, then Ashley, and then we'll get started. Kiara Summerville 00:47 Hi, everyone. I'm Kiara Summervile. Dr. Kiara Somerville, a recent graduate of the higher education administration program at the University of Alabama. I currently work in the Division of Student Life at the University of Alabama. And so certainly, a scholar practitioner in every sense of the word, and I am excited to be here with you all. Erica Campbell 01:08 Hello, everybody. My name is Erica Campbell, and I am a PhD candidate in the higher education administration program at the University of Alabama. And I'm excited because I will be graduating in May, and I will be defending my dissertation this January. So I'm excited to be on the job market looking for faculty positions. And I here I am a scholar practitioners affairs professional, but I want to take that to the faculty route. So I'm excited to be here with you all today. Krystal Flantroy 01:38 My name is Krystal Flantroy and I'm currently a PhD candidate in the Department of Curriculum and Instruction. I'm crossing my fingers and hoping that I graduate in July. I too, am a scholar practitioner who has found her way back to a classroom teaching position. And so I'm back to teaching high school science, which is something I love and love to do. But we'll see how it all works out in the end. Ashley Prowell 02:02 My name is Ashley Prowell, or Dr. Ashley Prowell. And I am also a recent graduate of the social work department, PhD program. I'm also on the job market hoping to enter the professoriate and continue to do research and teaching. So yeah, I'm glad we didn't have to, like run down our research topic, because I'm so tired of writing about it, talking about it with everybody. So Stephanie Shelton 02:37 We're here today to talk about your article that was published in the qualitative research journal. And it is titled, Finding ourselves as Black Women in Euro-centric theory: Collaborative biography on learning qualitative inquiry. And so I wanted to start by asking if you could share how this project got started, what, what initiated the ideas that ultimately led to this article. Krystal Flantroy 02:59 And as it turns out, this project got started in, it feels like a group chat, right? We were, we would have class and then we would all leave class and talk in the parking lot before we all went to our cars, that led to a group chat of where we got to talk about things that we didn't understand things that we just didn't relate to things that were confusing in the readings of the theory that we were reading in qual three, and it kind of flourished from there. Kiara Summerville 03:28 Right? We, as Krystal mentioned, were, you know, talking about frustrations and confusion that went along with it, this qualitative course that we were taking. And, and we thought about it one day, I think we were actually in the classroom after class one day, and had this thought like, well, maybe we should write about this, right?...

In this episode, Dr. Travis Marn interviews Dr. Jori Hall, winner of the 2021 Qualitative Research SIG's Outstanding Book Award. The conversation revolves around Dr. Hall's book "Focus Groups: Culturally Responsive Approaches for Qualitative Inquiry and Program Evaluations." The following text is a transcript of the conversation. --- Travis Marn 00:11 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 am Travis Marn, the current chair of the Qualitative Research Special Interest Groups Outstanding Book Award Committee. I'm excited to be joined today by Dr. Jori Hall, who was the recipient of the 2021 outstanding Book Award for her book, "Focus Groups: Culturally Responsive Approaches for Qualitative Inquiry and Program Evaluations" published by Meyer Education Press in 2020. Dr. Jori Hall is a multidisciplinary researcher, evaluator, and professor at the University of Georgia. Her work focuses on social inequalities and addresses issues of evaluation and research methodology, cultural responsiveness, and the role of values in privilege within the fields of education and health. She has contributed to numerous peer-reviewed journals and other publications like the "Handbook of Mixed Methods Research" and the "Oxford Handbook of Multi- and Mixed-Methods Research." She has evaluated programs funded by the National Science Foundation, the Robert Wood Johnson Foundation, and the International Baccalaureate Foundation. In recognition of her evaluation scholarship, Dr. Hall was selected as the Leaders of Equitable Evaluation and Diversity Fellow by the Annie E. Casey Foundation. Thank you for joining me here today, Dr. Hall. It's a privilege to have you with us. Jori Hall 01:32 Hey, Travis, it's an honor to be here. Thank you for having me. Travis Marn 01:36 So we had a highly competitive field last cycle and your book stood out immediately to members of the committee. The committee was very impressed with how you evolved a common qualitative method like the focus group, and innovatively lensed through cultural responsiveness. Considering the rapidly changing context of what it means to conduct qualitative research with and in marginalized communities, your book is exceptionally timely and innovative. The committee was impressed with how welcoming your book was to new researchers, while not losing any of the depth and complexity of your topic. The feeling of the committee about your book can best be summed up by the very first sentence a member of the committee sent after they read your book, quote, "this book is a must read text for any qualitative researcher and program evaluator who is considering working with focus groups, or already doing so." Your book richly deserved our 2021 Outstanding Book Award. Jori Hall 02:27 Well, that is humbling to hear. I appreciate you sharing that I don't think I heard that quote. So again, thank you so much. And I will say, if it is something that is digestible it is because I have spent years teaching courses on qualitative inquiry and I don't lose sight of the fact that I am constantly trying to communicate to novice and even seasoned researchers alike, how it is to think about qualitative research and how to use it in ways that are responsive. And so I'm glad that that came across in the book, because it's something that I'm always challenged by always thinking about how to best describe any particular method. But in this case, focus groups. I do think that focus groups, as you said, is something that is underutilized. It's a common method, people heard of it before, but in some respects, it is underutilized. And given today's climate, with everything being online due to COVID, there are ways to think about it that can be creative, that can be culturally responsive. And that can even bring some rich information to any research project. So I hope people...

In this episode, Dr. Jenni Wolgemuth interviews the QR SIG's 2021 Outstanding Dissertation Award winner Dr. Marie Vea. Dr. Vea is the Assistant Dean for Student Services and Staff Development at the University of Vermont. Dr. Vea's dissertation is titled Sense of Place and Ways of Knowing: The Landscape of Experience for Black, Indigenous and People of Color in Natural Resources, Environmental Education and Placed-based Learning. The follow text presents a transcript of the recording. --- Jenni 0:25 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 Jennifer Wolgemuth, the current chair of the qualitative research special interest group outstanding dissertation award committee. I am very excited to be joined today by Dr. Maria Vea, who is the recipient of the 2021 outstanding dissertation Award for her dissertation titled, Sense of Place and Ways of Knowing: The Landscape of Experience for Black, Indigenous and People of Color in Natural Resources, Environmental Education and Placed-based Learning. Dr. Vea is an assistant dean for student services and staff development at the University of Vermont in the School of environment natural resources, where she has worked and studied for over 20 years. Her areas of research expertise and experience include green jobs and internships, social justice, and engaged learning. Thank you for joining me today, Dr. Vea. I'm really thrilled to learn more about you and your work. So to get us going, I was thinking our audience would appreciate learning more about your dissertation work. Can you talk about your dissertation, maybe about its scope, and its methodological focus. Marie 1:54 Thank you, Jenni. And thank you also for the opportunity to talk with you more and to for the award, I was really honored to stand with so many wonderful researchers, and also to bring some light to some of the work that I and my co researchers and colleagues have been doing. And as you mentioned, so the title of the dissertation speaks a lot to what the content and scope is. So sense of place, and ways of knowing. So where we are in place, not just physically but also metaphorically and figuratively, and ways of knowing epistemologies, how we arrive at the things that we believe we know and are important to us and make meaning of experience. But that's specifically what is experienced for black, indigenous and people of color bipoc folks in the field that I spend the most of my time and career in. So those are places related to natural resources, environmental education, and place based learning. So I've worked in the Rubenstein School of Environment and Natural Resources for 17 years, and have worked with bipoc folks coming through those curriculum in the environment, and have found witnessed the challenges that a lot of the students, alumni and colleagues have within environmental learning and working spaces. So the dissertation really focuses on what has been called academic imperialism and epistemic injustice, how ways of knowing and experiences of this population of folks are invisible alized, diminished, erased from the larger environmental narratives. And oftentimes, what I experienced is that when we ask questions about why aren't people of color interested, or in the environmental fields, it's from a perspective of no lacking something, or it's not interesting enough, it's from a deficits, perspective. And this dissertation focuses on the strengths based perspective because, like, with underrepresented folks of all identities, we're here, we've been here and we continue to be here. And why is that? How do we sustain how do we survive? So the dissertation is a strengths based perspective, with co-researchers that are nine alumni of the Rubenstein school. And we came together to share stories and images and reflections in an environment that really was inspired by...

In this episode, Amir Michalovich, PhD Candidate at University of British Columbia, interviews Dr. Christina Sliver on Computer Assisted Qualitative Data Analysis. They cover a wide range of issues and topics within CAQDAS, share numbers resources and recommendations, and talk at length about how graduate students might benefit from CAQDAS. The follow is the transcript of their conversation. Amir 0:25 Hello, everyone, welcome to qualitative conversations, a podcast series hosted by the qualitative research special interest group of the American Educational Research Association. I'm Amir Michalovich, a member of the graduate students committee of the qualitative research special interest group, and a doctoral candidate in the department of language and literacy education at the University of British Columbia. As a guest podcast host. I'll be speaking today with Dr. Christina Silver on computer assisted qualitative data analysis, otherwise known as CAQDAS with a specific view of how graduate students might employ it, the kinds of challenges that they might face and some of the ways to address those challenges. Dr. Christina Silver manages the cognitive networking project based in the Department of Sociology in the University of Surrey in the UK, for which she leads the training and capacity building activities. She's the co founder and director of QDAS Qualitative Data Analysis Services, which provides customized consultancy services for individuals and groups engaged in qualitative analysis. She has many years of experience teaching CAQDAS, and has written extensively on the learning and adoption of CAQDAS. Christina is co author with an Lewin's of the book using software and qualitative analysis. And with Nick Wolf Of the five level QDA method. She has also published key articles and book chapters exploring the relationship between qualitative or mixed methodologies and technology, specifically, the use of dedicated contest packages. Alright, well, thank you, Christina, for joining us for this podcast episode. I am absolutely thrilled to speak with you today. I'd like to start with a basic question about CAQDAS. What is CAQDAS? And why should graduate students consider using CAQDAS software? Christina 2:16 Okay, so Hi, thanks a lot for inviting me, it's great to have this chat. So CAQDAS is an acronym that stands for computer assisted qualitative data analysis. So it's used to refer to software and other applications digital tools that have been specifically designed to facilitate qualitative and mixed methods analysis. It's an acronym that was developed in around 1991, by Nigel fielding and reily, after they convened the first conference, looking at software to facilitate qualitative analysis. So now it's used as an umbrella term to relate to all of these digital tools of which there are now dozens available. The thing about CAQDAS packages in terms of their use by students, graduate students, also undergraduate students and other researchers is that they are one of the kind of tactics that we have available at our disposal to operationalize our analyses. There are some debates about their use. And that's something that we'll probably touch on later on in our discussion. For me, you know, it's really important at the outset to realize that, although there are many ways that CAQDAS packages can facilitate analysis, they can help us organize our data, they can help us access different aspects of our analysis process, it's still possible to do bad analysis using CAQDAS packages, just like it's possible to do good analysis without using them. So that's a really important starting point in thinking about whether and how to use these kinds of tools. But for me, you know, really, the main thing is the access that it gets to the process. So using a dedicated CAQDAS package gives us access to the materials that we're working with. And that will be the data that we're working with the qualitative data, but also, other...

In this special episode, Qualitative Conversations hosts a panel discussion with scholars who weren't able to present at the 2021 AERA conference due to technical difficulties. The particular panel session discussed in this episode was titled Critical Participatory Inquiry as Sabotage and included the following participants: Meagan Call-Cummings, George Mason University; Giovanni Dazzo, George Mason University; Sharrell Hassell-Goodman, PhD candidate in the Higher Education Program with a focus in Women and Gender studies and Social Justice at George Mason University; Alexandra S. Reed, George Mason University; Rodney Hopson, U of Illinois-Urbana Champaign; Melissa Hauber-Özer, George Mason University & Jesuit Worldwide Learning; Elisabeth L. Chan - Northern Virginia Community College & George Mason University. The following is the transcript of the conversation. Rodney 0:24 Good morning. Welcome. I'm Rodney Hopson, a faculty member at the University of Illinois Urbana Champaign professor and evaluation in the queries division, Interim Director of Korea, really excited to have some colleagues here today talking about some really critical issues. If you didn't get an opportunity to hear a Ura, I was discussing for the roundtable disruption, interruption and change. It's not enough. What we need is sabotage, critical participatory inquiry as sabotage in and of the Academy. So I'm going to open up by having our colleagues introduce themselves and their key ideas and then come back around with questions of dualism. Melissa 1:16 I'm Melissa Hauber-Özer, as I recently completed my PhD at George Mason University in the international education program. And our first paper in the panel was a collaborative counter storytelling piece that I co authored with Megan, Sharrell and Elizabeth which examine an incident that occurred within our ongoing YPAR project or youth participatory action research project. And this incident, and then our conversations about it after the fact pushed us to consider our power relations within the collective and then especially around race and gender. And then our relationships or interactions with the host institutions within which you're doing this critical, participatory work. Giovanni 2:05 Great. Thanks, Melissa. My name is Giovanni Dazzo. I'm a doctoral candidate in research methodology at George Mason University. My article was titled small acts of sabotage, unraveling expertise to push for restorative forms of inquiry. And in this paper, I've been reflecting on my personal background and how I needed to bring this into my own methodological work. And as a doctoral candidate specializing in critical methodology, I needed to acknowledge my identity as a child of Sicilian immigrants being raised in small rural California town, into a family of farmers and laborers. For example, in farming communities, when we see smoke billowing from an open field of crops, this isn't necessarily a sign of danger, but one of renewal of coordinated and careful sabotage. And when done carefully, this practice called slashing burn or slashing cover has been ecologically sustainable for millennia. So I started to think about qualitative research in this way, what type of lens needs to be cleared, burned and left uncultivated for some time, and reflecting on which methodological processes have been around for so long, that they're worth burning down? So in this paper, I discussed three areas. How often are We inspired by the words of our co researchers and community members, so much so that they should be cited alongside the greats who have 1000s of citations, but where we relegate their words to the finding sections of our papers? Second, I started questioning my parsimonious citation practices. So in some cases, I simply use terms like double consciousness and simply include parentheticals for WEB Dubois, and our usual APA and Chicago styles. But it's almost an eraser divestment of knowledge divorced from the...

Welcome. Tervetuloa. My name is Mirka Koro, I come from ASU, and I go by she and hers. I would like to acknowledge the land on which I am standing here in Phoenix and the original Hohokam caretakers of this land. I would also like to thank the Egon Guba awards committee and QRSIG chair Jessica VanCleave and her executive committee for this amazing honor and opportunity to share my thoughts with you all. Despite my indefinitely youthful appearance and my love of Apocalyptica, I have a somewhat lengthy past with qualitative inquiry. Aaron, Juha, who are my stimulating discussants, Egon Guba, and I are entangled in our past and hopefully our experimental and philosophical qualitative inquiries will keep forming and shaping new relationalities among us and others in the future. I think it was 1998 when I attended my first AERA, heard amazing talks, and met Egon and Yvonna. At that time, I also attended my first QRSIG business meeting and thought to myself how excited I was about qualitative inquiry, stimulating scholarly exchanges, thinking, doing, theories, and paradigms. Egon’s Paradigm dialogue and Yvonna and Norman’s leadership with QI and ICQI were very inspiring for a beginning scholar. Since early 2000s Aaron’s work on methodology, Foucault, philosophy, ethics, and responsibility has been intellectually engaging and provocative for me. My entanglements with Juha, in turn, extends even further in linear time. I met Juha during my master’s studies and he introduced me to the world and practice of qualitative inquiry. I remember vividly attending Juha’s lectures and methodological seminars describing his exciting field work. His critical scholarship, philosophical knowledge, work with Freire’s legacy, and intersecting lines of methodology are truly inspiring. Mahtavaa etta olet taalla tanaan Juha videon valityksella! Entangled narratives, shared professional and personal histories, paradigm dialogues, multiple matter of and within factory and working-class town of Tampere Finland, meetings rooms of SQUICK in Athens GA, endless sunlight and scented orange blossoms of Phoenix AZ come together today. I have multiple titles for this presentation yet all of them are quite inaccurate. Title 1: Restless methodologies and speculative wonderings multiplied Title 2: What does the light have to do with this? Title 3: Lived scholarly possibilities of (methodological) multiplicity Title 4: If we take speculation seriously…we need to multiply- also methodologically Title 5: Lost in the words but still alive-- many methodological lives of qualitative matter As you can tell, I deliver this talk with much speculation and hesitation. My methodological wonderings will not have core components or clear argumentative logic. The talk might not even offer anything new especially if one considers the relational nature of knowing and situatedness of being as simultaneously historical, already already here, and always multiple. Light encounters, in turn, have everything and nothing to do with my presentation today. This talk is designed to be light in its effects- dizzy, requesting little effort, having little weight, move away from inner light and truth, something that informs, to ignite and spark. I hope this talk may offer some provocations in the form of thoughts, wild ideas, images, light effects, and conceptual and theoretical movements and more. Maybe something I will say or do will enable you to enter the difference, feel affect, sense and live the methodological light/lightness and darkness differently, and access alternative spaces through unthought connections and different ways to work through and live realities of inquiry, methodologies, and qualitative relations. Still designs fail and continue with their hesitation. Provocation 1: Close your eyes and see. What methodologies become possible? I will wonder about the potential and possibility embedded in speculation and speculative practices in a methodological world where many...