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4th International Congress of Qualitative Inquiry

Keynote Speakers
		Professor Gloria Ladson-Billings, University of Wisconsin, Madison: "The Moral Activist Role of Critical Race Theory Scholarship" Gloria Ladson-Billings is Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison and a Senior Fellow in Urban Education of the Annenberg Institute for School Reform at Brown University. She is the former president of the American Educational Research Association, and has been elected to membership in the National Academy of Education, which advances high quality education research and its use in policy formulation and practice. Her primary research interests are in the relationships between culture and school and critical race theory. She is the author of The Dreamkeepers: Successful Teachers of African-American Children and is editor of the Teaching, Learning, and Human Development section of the American Education Research Journal.
		Professor Ian Stronachk, Manchester Metropolitan University: "Ethics, evidence and the demand for ‘docile bodies’" Ian Stronach is Research Professor in Education at the Institute of Education, Manchester Metropolitan University, UK. He has been an Editor to the British Educational Research Journal since 1996, and is on the Boards of Cultural Studies< - >Critical Methodologies, British Journal of Education and Work, Managing Global Transitions, an International Journal. Publications include Educational Research Undone (with Maggie MacLure 1996), and Difference and Diversity (co-edited with Heather Piper 2004). He is currently working with Heather Piper on a book about ‘touch’ in professional contexts. He is currently working on a sole-authored book, Globalising the Educational Project, and on a jointly authored book on Early Professional Learning. He has published extensively in journals in the UK, as well as in Qualitative Inquiry (2006) and the International Journal of Qualitative Studies in Education (2006). Stronach’s research interests are in postmodernist theorizing, evaluation, and qualitative methodologies in general. His main current research is into professionalism, looking at ‘touch’ in such contexts, as well as a longitudinal study of the early professional learning of teachers in Scotland, England, and Slovenia. He directs the doctoral programme for the National Leadership School of Slovenia (1996- present), is a research consultant there to the University of Primorska, as well as being a member of the Discourse, Power, Resistance initiative, which runs a sister-conference to ICQI in the UK every March.
Plenary Sessions (Tentative and Incomplete)
	1. Indigenizing Social Justice Chair: Tim Begaye, Arizona State University Participants: Wanda McCaslin, Law Society of Saskatchewanm and Native Law Centre of Canada Denise Breton, Director, Living Justice Press Sandy Grande, Connecticut College and Rockefeller Foundation Mary Weems, John Carroll College Carolyn White, Rutgers, the State University 2. The Urgencies of Performance for Qualitative Research: Dwight Conquergood and Reflections on Pedagogy, Politics, and Performatives The panel will comprise three generations of students and scholars of Dwight conquergood who will pay tribute to the body of work and the life experiences that he bequeathed to all us upon his passing in November 2004. Professor Conquergood led the way in exemplifying through his precise intellect and undaunted praxis what it means to live fully on the ground with the problems that beset our world. This is evidenced in his work with Hmong refugees in Thailand, Palestinians in the West Bank, street gangs in Chicago, and in his fight to end the death penalty. As a teacher, administrator, scholar and activist, who held all these domains in high honor, he was committed to the radical interpenetrations between theory, practice, and praxis. Professor Conquergood’s work embodies what it means to embrace the urgencies of performance in order to enter, perhaps inhabit, the politics and beauty of qualitative research and ethnographic inquiry. The panel will take up in varying tones, emphasis, and forms that are neither exclusive nor limited to Professor Conquergood’s contributions relative to landscapes of Otherness, pedagogies of radical inquiry, tools of scholarly representation, and methodologies of creativity, critique, and citizenship. Participants: Renee Alexander, University of North Carolina-Chapel Hill Greg Dimitriadis, University at Buffalo- The State University of New York Judith Hamera, Texas A&M University Patrick Johnson, Northwestern University Della Pollock, University of North Carolina-Chapel Hill Soyini Madison, Northwestern University 3. Queering Social Justice I Chair: Stace Holman Jones, University of South Florida Participants: Sara Crawley, University of South Florida Lee Jenkins, San Francisco State Celiany Rivera- Vasquez, University of Illinois, Urbana-Champaign 4. Queering Social Justice II Chair: Stacey Holman Jones, University of South Florida Participants: Bryant Alexander, California State University, Los Angeles Johnny Saldana, Arizona State University 5. Richard Rorty Memorial Chair: Arthur Bochner, University of South FloridaFrederick Erickson Participants: Arthur Bochner, University of South Florida Kenneth Gergen, Swarthmore Charles Guignon, University of South Florida Kay Picart, Florida State University 6. "Questions of Evidence in Policy Research" Organizer & Chair: Elizabeth A. St.Pierre, Univ. of Georgia Presenters: Frederick Erickson, Univ. of California, Los Angeles Patti Lather, Ohio State Univ. Tom Schwandt, University of Illinois, Urbana-Champaign Elizabeth A. St.Pierre, Univ. of Georgia Discussants: Michael Feuer, National Research Council Harry Torrance, Manchester Metropolitan Univ. Session Abstract: The objective of this plenary session is to present a lively debate among educational researchers and policy analysts from the UK and the US about how to engage each other in productive conversations about evidence in an age of scientifically based research. Demands to produce the evidence on which administrative, practical, and policy decisions are made have become pervasive. Yet the nature and status of evidence varies historically within and across disciplines. After decades of decline of the positivist tradition with its scientistic rationality, we have recently seen its resurgence along with an uncritical belief that scientific claims can be grounded in theory-independent observation—brute evidence. How can educational researchers engage policy makers if we find ourselves in the perennial debate between interpretive accounts of evidence and knowledge and more or less traditional—rational, realist—epistemologies? What theories and politics of evidence might be useful at this historical juncture as we engage each other’s work? 7.Mentoring Relationships: Creating a Future for Qualitative Inquiry Co-Chair: Carolyn Ellis and Laurel Richardson Participants: Ronald J. Pelias, Southern Illinois University Arthur Bochner, University of South Florida D. Soyini Madison, Northwestern University Laurel Richardson, Ohio State University Norman K. Denzin, University of Illinois at Urbana-Champaign 8. Globalising research: what is ‘international’ about ‘international journals’? Convenor: Harry Torrance, Manchester Metropolitan University, UK Chair and Respondent: Norman Denzin, UIUC Speakers: Mitch Allen, Left Coast Press, Nick Burbules, UIUC, Fazal Rizvi UIUC, Jan Morse University of Utah, Harry Torrance, MMU, UK 9. Ethics, Evidence, and the Radical Critique of Healthcare Chair: Genevieve Rail, University of Ottawa Participants: Genevieve Rail, University of Ottawa Dave Holmes, University of Ottawa Stuart J. Murray, Ryerson University Alexandre Dumas, Université de Montréal Marc Lafrance, Concordia University Paper 1 Abstract: Favouring a particular ideology and excluding certain types of “evidence,” obesity “science” has established a dominant obesity discourse within which obese bodies are constructed as lazy and expensive bodies that should be submitted to expert surveillance, investigation and regulation. In the first part of this paper, I look at how obese subjects are formed in and through a range of enunciative practices as well as how obesity, as a fiction, is nevertheless materialized through discourse and through the de/re/establishment of (BMI) boundaries and zones of abjection. I use Foucault’s formulation of the modem confessional to discuss the current urge to speak about fat and I deconstruct a number of “confessions of the flesh” stemming from current popular culture to show the ethical logic and performativity of the confessional utterance. In the second part of the paper, I discuss and provide empirical examples of new forms of normalizing practices: “biopedagogies.” Informed by Foucault’s notion of biopower, these pedagogies of bios (life) sustain obesity discourse and form part of an apparatus of governmentality that centres upon the moral and ethical regulation of life: how to live, how to eat, how to move, how to look. Biopedagogies are focused on controlling bodies to fight the so-called “obesity epidemic” and to protect everyone from the so-called “risks” of obesity. In the final part of the paper, I examine the embodied effects, among Canadian adolescents, of obesity discourse, biopedagogies, modern confessions of the flesh, and the resulting “biocitizenship.” For more abstructs, please see QI2008 program. 10. Ethics, Evidence and Practice: Interdisciplinary Perspectives Chair: Gaile Cannella, Tulane University, "Constructing Critical Inquiry as Ethical Challenge to Discourses of Evidence." Participants: Kenneth Howe, University of Colorado, "Education Research, Politics, and the Rhetoric of Science." Joseph Maxwell, George Mason University,"Evidence: a Critical Realist Perspective." John Creswell, University of Nebraska Svend Brinkmann, University of Aarhus, Toward a Postmodern Positivism." SPOTLIGHT: Making a Case for the Worth of Our Work: New Strategies for Qualitative Researchers and Writers Seeking Tenure and Promotion Chair: Bud Goodall, Arizona State University and Angela Trethewey, Arizona State University Panel Discussion, Robert Krizek, St. Louis University, Nathan Stucky, Southern Illinois University, Patricia Geist Martin, San Diego State University, and Sarah Tracy, Arizona State University Remembering Richard Rorty: A Multidisciplinary Tribute Chair: Arthur Bochner, South Florida Ironizing and Tranvaluing in Rorty and Nietsche: The Ethics and Politico-Aesthetics of (Re)Creating the Self and Community, Kay Picart, Florida State University Richard Rorty, Charles Guignon, University of South Florida Revolution Without Rancour, Kenneth Gergen, Swarthmore College Remembering Richard Rorty, Arthur Bochner, University of South Florida Discussant, Norman Denzin, University of Illinois Ethics of teaching ethnographically: Knowing self, knowing others Chair: Joy Pierce, University of Utah Confronting whiteness in the classroom, Kevin Dolan, University of Illinois, Urbana-Champaign Being White in a Multicultural Society, Alice Filmer, University of Illinois, Urbana-Champaign Race and Political History in the Classroom: When Students Fight, David Monje, Northeastern University Real Faces Thinking about Virtual Spaces: Discussing race, ethnicity, gender and religion on the World Wide Web, Joy Pierce, University of Utah Teaching Race: Students of color in white classrooms, Dalia Rodriguez, Syracuse University The Affective Turn into Dreamworlds Chair: Patricia T. Clough, Queens College and The Graduate Center CUNY and Allen shelton, buffalo state college Affect: Crossing into Dreamworlds, Patricia T Clough, Queens College and The Graduate Center CUNY, and Joseph Schneider, Drake University Beef book, Jean Halley, Wagner College You are worth many sparrows, Allen Shelton, Buffalo State College Love Letter, Karen Engle, University of Windsor

Plenary Speakers
		Professor Arthur P. Bochner Dr. Bochner is professor at Department of Communication at University of South Florida. He joined the faculty in 1984. He served as chair of the department for 8 years while developing our doctoral program. His current projects investigate narratives surrounding aging, especially the aging of family members. He is co-director of the Institute for Interpretive Human Studies, editor of two book series, and serves on the editoral boards of several journals.
		Professor D. Soyini Madison D. Soyini Madison (PhD 1989) is a full professor at Northwestern University in the Department of Performance Studies. Professor Madison also holds appointments in the Department of African American Studies and the Department of Anthropology. Professor Madison is the author of Critical Ethnography: Methods, Ethics, and Performance; co-editor of The Sage Handbook of Performance Studies; and, Editor of The Woman That I Am: The Literature and Culture of Contemporary Women of Color. Madison lived and worked in Ghana, West Africa as a Senior Fulbright Scholar conducting field research on the interconnections between traditional religion, political economy, and indigenous performance tactics. She received a Rockefeller Foundation Fellowship in Belagio, Italy (2003) for her current book project, Acts of Activism: Human Rights and Radical Performance, based on fieldwork in Ghana. Madison also adapts and directs her ethnographic work for the public stage in such performances as: I Have My Story to Tell, a performance reflecting the oral histories of University of Carolina laborers and service workers; Mandela, the Land, and the People, a performance based on the life and work of Nelson Mandela; Is It a Human Being or A Girl? a performance ethnography on traditional religion, modernity, and political economy in Ghana; and, Water Rites a multi-media performance on the struggle for clean and accessible water as a human right. Professor Madison has won numerous teaching awards, including the Tanner University Award at Chapel Hill for “Outstanding and Inspirational Teaching.”
		Professor Sandy Grande Sandy Grande is Associate Professor of Education, Special Adviser to the President for Institutional Equity and Diversity, 2004-2005, and Chair of Education department. Her current research examines the intersections between critical theory and American Indian Intellectualism. Her approach is profoundly inter- and cross-disciplinary, and has included the integration of critical, feminist and Marxist theories of education with the concerns of American Indian and environmental education. Professor Grande has written several articles including "Beyond the Ecologically Noble Savage: Deconstructing the White Man's Indian," Journal of Environmental Ethics; "Critical Theory and American Indian Identity and Intellectualism," The International Journal of Qualitative Studies in Education, and "American Indian Geographies of Identity and Power: At the Crossroads of Indigena and Mestizaje," Harvard Educational Review. In addition, she is featured as an "up and coming scholar" in an interview with acclaimed critical scholar Peter McLaren in an issue of the International Journal of Educational Reform. She published a book, Red Pedagogy: Critical Theory and American Indian Education, in 2004.
		Professor Bryant Alexander Bryant K. Alexander is the associate dean of the College of Arts and Letters and professor of communication studies-teaching courses in pedagogy and performance cross-listed with the Department of Theatre Arts and Dance at California State University, Los Angeles. His publications have appeared in Cultural Studies-Critical Methodologies, Qualitative Inquiry, Text and Performance Quarterly, Theatre Topics, Theatre Annual, Communication Quarterly, and others. He is the author of Performing Black Masculinity: Race, Culture, and Queer Identity (Altamira press 2006)
		Professor Tim Begaye Professor Tim Begaye is an assistant progessor in the Division of Educational Leadership & Policy Studies, College of Education, Arizona State University. Previously, he was a Research Associate with the Harvard Project on American Indian Economic Development and a Teaching Fellow at the John F. Kennedy School of Government in Cambridge, Massachusetts. Dr. Begaye was a high school math and social science teacher.
		Professor Cynthia Dillard Professor Cynthia Dillard is Associate Professor of Education at the Ohio State University. In June 2001 the community of Mpeasem, Ghana, onored her efforts in building a community center and preschool there by enstooling her as Queen Mother Nana Mansa , during a traditional African ritual ceremony. She is the author of On Spiritual Strivings: Transforming an African American Woman's Academic Life (State University of New York Press,2006)
		Professor Frederick Erickson Frederick Erickson is Professor, Social Research Methodology Director, University of California, Los Angeles. His research interests are in organization and conduct of face to face interaction, sociolinguistic discourse analysis, ethnographic research methods, study of social interaction as a learning environment, and anthropology of education. Recent publications include: Definition and analysis of data from videotape: Some research procedures and their rationales. Chapter in J. Green, J. Camilli, and P. Elmore (eds.) Handbook of complementary methods in educational research. (3rd ed.) American Educational Research Association.
		Professor Harry Torrance Harry Torrance is Professor of Education and Director of the Education and Social Research Institute (ESRI). His research & supervision Interests are in educational assessment and evaluation, the inter- relation of assessment, teaching and learning, testing and educational standards, the role of assessment in educational reform and policy development, and methodology and the development of applied research. Recent publications include "Globalising empiricism: what, if anything, can be learned from international comparisons of educational achievement" in Lauder H, Brown P, Dillabough J & Halsey A.H. (Eds) 'Education, Globalisation and Social Change' Oxford University Press 2006, and "The Impact of different modes of assessment on achievement and progress in the Learning and Skills Sector" (with H. Colley et. al 2005).
		Professor Stacy Holman Jones Professor Stacy Holman Jones is Assistant Professor in the Department of Communication at the University of South Florida. Her work focuses on socially resistive performance practices. She is the author of Kaleidoscope Notes: Writing Women's Music and Organizational Culture(1998) and the forthcoming Music for Torching.
		Professor Janice M. Morse Scientific Director of the International Institute for Qualitative Methodology Janice M. Morse is a professor and the Barnes Presidential Endowed Chair at the College of Nursing, University of Utah. She was previously a professor, Faculty and Nursing, and the Founder, Director and Scientific Director of the International Institute for Qualitative Methodology at the University of Alberta, Canada, and professor, at The Pennsylvania State University. With doctorates in both nursing and anthropology, she conducts research funded by NIH and CIHR, into suffering and comforting, as well as developing qualitative research methods. She is editor of the journal Qualitative Health Research (Sage), an interdisciplinary journal published ten times per year addressing qualitative methods and health. She is the recipient of many awards, including the Episteme Award (Sigma Theta Tau), and of more than 300 articles and 14 books on qualitative inquiry.
		Professor Christopher Stonebanks Professor Christopher Stonebanks is an Assistant Professor in the School of Education, University of Bishops.
		Professor Carolyne White Carolyne J. White is a professor of educational foundations at Northern Arizona University where she co-directs the Hopi Teachers for Hopi Schools and Itaa Tsatsayom Mopeqwya (Our Children Come First) Projects.
		Professor Della Pollock Della Pollock is a professor of Performance and Cultural Studies at University of North Carolina-Chapel Hill. She is currently working on Radical Narrative: Performing Pain, an intimate ethnography of living with chronic and/or traumatic pain, based on informal interviews, and narrative and cultural critique. The book at once embraces and challenges assumptions about the incommunicability of pain.
		Professor Judith Hamera Judith Hamera (PhD 1987) is Professor and Chair of Performance Studies at Texas A&M University. She specializes in contemporary aesthetics, performance theory, literature in performance, performance art, and performance/dance and culture. She has authored more than 30 articles in scholarly journals and has conducted more than 50 presentations at conferences in her field. She was a recipient of the National Communication Association's Lilla Heston Award for Outstanding Scholarship in Performance Studies.
		Wanda D. McCaslin a Metis from northern Saskatchewan, obtained her B.A. in political science and her LL.B. from the University of Saskatchewan. After being accepted as a member of the Law Society of Saskatchewan, she worked with a private law firm and later with Saskatchewan legal aide. Since 1999, Ms. McCaslin has served as the Law Foundation of Saskatchewan Research Officer with the Native Law Centre of Canada. Her work includes editing the newsletter Justice As Healing, coordinating the Young Professionals International, and lecturing with the College of Law. Throughout her career, Aboriginal issues have been central to her work. Ms. McCaslin has presented in the area of Aboriginal justice, case law analysis, and international Indigenous matters. She has also been actively involved with Aboriginal community empowerment initiatives in the area of healing, restorative justice, housing, and youth.
		Professor Gregory Dimitriadis Gregory Dimitriadis is Associate Professor of Educational Leadership and Policy at University at Buffalo- The State University of New York. He is interested in new ways of thinking about urban education and the policies which serve urban youth. More specifically, he is interested in the potential value and importance of non-traditional educational curricula (e.g., popular culture), programs (e.g., arts-based initiatives), and institutions (e.g., community centers) in the lives of disenfranchised young people. His most recent work has dealt with the contemporary complexities of qualitative inquiry, including its history and philosophical and theoretical underpinnings, as well as the ways “theory” generated outside of the field of education can be brought to bear on the questions and concerns facing educational researchers and practitioners today. His work has appeared in numerous books as well as journals including Annals of the American Academy of Political and Social Science, Anthropology and Education Quarterly, Ariel: A Review of International English Literature, British Journal of Sociology of Education, Cultural Studies / Critical Methodologies, Discourse: Studies in the Cultural Politics of Education, Educational Theory, Popular Music, Qualitative Inquiry, Qualitative Research, Teachers College Record,Text and Performance Quarterly, and Theory and Research in Social Education.
		Professor Mary Weems Mary Weems is Performer, Poet, Playwright, Scholar of urban-education reform at Cleveland State University.She has published three short collections of her poetry: white (Wick Chapbook Series Winner, Kent, OH: Kent State UP, 1996), Fembles (The Heartlands Today, Bowling Green State UP, 1996), and Blackeyed (Lakewood, OH, Burning P, 1994). She has contributed to the anthologies Boomer Girls (Iowa City: U of Iowa P, 1999) and Spirit & Flame: An Anthology of Contemporary African American Poets (Syracuse: Syracuse UP, 1996). In 1998, her play Another Way to Dance won the Cleveland Public Theater's Chilcote Award for the Most Innovative Play by an Ohio Playwright. Her first book on education, Public Education and the Imagination-Intellect: I Speak from the Wound in My Mouth (developed from her dissertation), is forthcoming from Peter Lang in 2003. Recent scholarly articles have appeared in Studies in Symbolic Interaction (New York: JAI P, 2001), Qualitative Inquiry (Thousand Oaks, CA: Sage, 2000), and xcp: Cultural Poetics (Minneapolis: College of St. Catherine, 2000).
		Professor E Patrick Johnson E. Patrick Johnson (Ph.D. Louisiana State University) is Chair, Director of Graduate Studies, and Professor in the Department of Performance Studies and Associate Professor of African American Studies at Northwestern University. He has published widely in the areas of race, class and gender and performance. His first book, Appropriating Blackness: Performance and the Politics of Authenticity published by Duke University Press in 2003, won several awards, including the Lilla A. Heston Award, the Errol Hill Award, and was a Finalist for the Hurston/Wright Legacy Award. His co-edited book (with Mae G. Henderson), Black Queer Studies: A Critical Anthology, was published in 2005, also with Duke University Press. His current book, Sweet Tea: An Oral History of Black Gay Men of the South, will be published by the University of North Carolina Press in 2007. In addition to his published work, Johnson is also a performing artist. He toured his one-man show, "Strange Fruit", around the country between 1999 and 2004. He is currently performing staged readings of “Sweet Tea,” based on the oral histories of black gay men of the South. He is currently working on an anthology of black queer performance texts and researching queer sexuality and performance in the black church.
		Renee Alexander Craft Renee Alexander Craft (PhD 2006) is a Postdoctoral Fellow at the University of North Carolina-Chapel Hill. Her research focuses on black identity, cultural performance, and nationalism(s) in the Americas. Based on six years of critical ethnographic and historical research with the Congo community of Portobelo, Panama, including a sustained one-year experience supported by a Fulbright Full Grant, she is completing a manuscript entitled When the Devil Knocks: The Congo Tradition and Politics of Black Identity in Panama.

Last Updated: Jan,28, 08