A new article was recently published by UA qualitative research faculty members, Dr. Stephanie Anne Shelton and Dr. Kelly W. Guyotte, along with former graduate student and current Assistant Professor at the University of Georgia, Dr. Maureen A. Flint. Entitled entitled "(Wo)monstrous Suturing: Woman Doctoral Students Cutting Together/Apart", the article appears in a special issue of Reconceptualizing Educational Research Methodology and centers the experiences and understandings of women doctoral students during two separate focus groups and collaborative collages. (Re)theorizing “monsters” as “intra-sectional” through Karen Barad’s and Kimberlé Crenshaw’s scholarship, these scholars (re)position the “monstrous” as agentive and self-creative concepts.
Open access to this article can be found here: https://journals.hioa.no/index.php/rerm/article/view/3673
Dear QR SIG Members:
The QR SIG Mentoring Committee is again offering the opportunity for its members to receive one-on-one or small group guidance from established and well-regarded qualitative scholars through our Office Hours initiative. Office Hours matches graduate students and early career faculty with those more established in the field for face-to-face meetings at the AERA Annual Meeting in San Francisco. We are now inviting mentees (graduate students and early career faculty) the opportunity to participate by responding through the survey link below. This year, we are asking that participants request 3-5 scholars with whom they would like to meet. Though we cannot guarantee a match with these individuals, we will reach out to the requested scholars to see if they are interested and available to participate at this year’s AERA meeting in San Francisco. If you need ideas of scholars to request that will be at AERA, the online program is available at: https://convention2.allacademic.com/one/aera/aera20/. You can search by “Unit” and “SIG” to see sessions within the QR SIG.
Anyone is welcome to sign up, but space is limited and assignments will be made in the order requests are received. If you are interested, please fill out this form: https://forms.gle/9voR7TC98ugWvX427,
which asks for specific topics to be explored and the mentors you are interested in speaking with. If you have any questions, please email Susan Cannon at email@example.com or Adam Clark Adam.T.Clark@asu.edu. Please complete this form no later than February 7th, 2020. Once we confirm matches, we will send an email connecting you and the scholar so that you can determine a time to meet that works with your AERA schedules. We plan to have matches completed in early March.
We hope you will consider taking advantage of this opportunity!
QR SIG Mentoring Committee
Challenges of Decolonization in Education
Professor Fazal Rizvi
Friday, November 8, 4:00pm.
311 Carmichael Hall / Nall Gallery
The idea of decolonization has become a central motif of the progressive forces in education around the world. It has been robustly articulated in systems as diverse as South Africa and Canada and in many parts of the United States. Yet the challenges facing these aspirations are considerable. These challenges are not only practical but also conceptual and political. It has been noted, for example, that colonial political interests and epistemic systems are hard to shift in a world that is shaped fundamentally around western ethnocentric notions of modernity and historical progress. In this lecture, Dr. Rizvi will argue that one of the key analytical problems associated with the contemporary discourses of decolonisation is their tendency to work from a range of binaries, both epistemic and political. Dr. Rizvi suggests that these binaries are historically constituted and their continuing use, even in the language in which resistance to colonial dominance is often conceptualised and organised, undercuts the political aspirations of decolonisation, rendering them ineffective.
Fazal Rizvi is a Professor of Global Studies in Education at the University of Melbourne Australia, as well as an Emeritus Professor at the University of Illinois at Urbana-Champaign in the United States. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations. A collection of his essays is published in: Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). His most recent books include a co-authored volume, Class Choreographies: Elite Schools and Globalization (Palgrave 2017) and a co-edited volume, Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is a Fellow of the Australian Academy of the Social Sciences and a former Editor of the journal, Discourse: Studies in Cultural Politics of Education, as well as a past President of the Australian Association of Research in Education.
An upcoming issue of Qualitative Inquiry will feature collaborative publications from UA faculty and students. The issue, entitled What do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry, attends to "how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world." The articles are currently available OnlineFirst on the journal's website.
Meanwhile: Posthuman Intra-Actions in/With a Post-Qualitative Readings Class
Authors: Kelly W. Guyotte, Maureen A. Flint, Briana Gilbert Kidd, Courtney A. Potts, & April J. Irwin, & Lauren A. Bennett
Abstract: In January 2017, six doctoral students and an assistant professor came together under the guise of a “Readings in Educational Research” course that was created on the topic of post-qualitative inquiry. Using St. Pierre’s descriptor of the “posts,” the course involved engagements with poststructural, posthuman, and new materialist philosophies. Inspired by the concept of the meanwhile, this article pulses with the question: What do intra-active qualitative inquiry pedagogies produce? In this inquiry, we (teacher and students) consider meanwhile as entangled, layered, and complex pedagogical events/enactments produced in the post-qualitative readings course, crossing with/through time, place, space, and bodies.
Queer Temporalities, Spacetimematterings, and a Pedagogy of Vulnerability in Qualitative Inquiry
Authors: Stephanie Anne Shelton & Shelly Melchior
Abstract: This interview project began with a daughter’s innocent desire to ask “Why?” but we find ourselves in an ever-looping liminality that recognizes both the impossibility of such innocence and the power of an “ability to live on the boundaries” of wanting-to-know and never-knowing. This article concludes by considering the implications of maintaining such a space within the context of a qualitative inquiry course and within the scholarly and personal engagements between a qualitative inquiry instructor and student. We examine the ways that this liminal space has shaped our co-writing, our course-based co-learning, and our interactions and has helped to support a “pedagogy of vulnerability” based on (intentional and unwanted) liminalities within Stephanie’s qualitative inquiry courses.
Sixteenth International Congress of Qualitative Inquiry
21-23 May 2020
QUALITATIVE INQUIRY IN REPRESSIVE TIMES
The deadline for submitting poster, paper, and panel presentations to the 16th International Congress of Qualitative Inquiry (QI2020) is 1 December 2019, 11:59pm mountain. To submit, visit the ICQI website:
Please visit the FAQ page if you have questions about submitting:
CALL FOR PAPERS
Please consider submitting a proposal for a paper presentation at the 32nd Annual Ethnographic & Qualitative Research Conference (EQRC). EQRC is sponsored this year by the University of Nevada Las Vegas (UNLV) College of Education.
The conference will be held on February 24-25, 2020 at the Flamingo Hotel in Las Vegas, Nevada with a special conference room rate of $69 per night (plus tax & fees).
The deadline for submitting a proposal is November 20th and papers will undergo juried review on a rolling basis, with prompt notifications of acceptance/rejection so that presenters can make early and economical travel arrangements.
All presented papers are eligible for submission to the Journal of Ethnographic & Qualitative Research (www.jeqr.org) and all submitted papers will be peer-reviewed for potential publication.
Visit the website for details at www.EQRC.net
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