4th International Congress of Qualitative Inquiry
Keynote
Speakers
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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. |
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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) |
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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
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Plenary
Speakers
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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.
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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.”
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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.
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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)
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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.
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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)
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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.
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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).
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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.
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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.
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Professor
Christopher
Stonebanks
Professor Christopher Stonebanks
is an Assistant Professor in the School of Education,
University of Bishops.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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Last Updated: Jan,28, 08 |
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