SPEAKERS
Keynote
Speakers — Thursday May 5
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Janice
M. Morse, University of Alberta
Scientific Director of the International
Institute for Qualitative Methodology
Janice
Morse (RN, PhD [Anthropology], PhD [Nursing], DNurs [Hon], FAAN)
is Director of the International Institute of Qualitative Methodology,
a Professor in the Faculty of Nursing at the University of Alberta,
and Adjunct Professor in the School of Nursing at Pennsylvania
State University. She is a Canadian Institute for Health Research
(CIHR) Senior Scientist and an AHFMR Senior Scholar. She has published
more than 200 articles and 13 books on clinical nursing research
and research methods. Her more recent books include Qualitative
research methods for health professionals (with P. A. Field),
Qualitative health research, Qualitative nursing
research: A contemporary dialogue, Critical issues in
qualitative research, Completing a qualitative project,
and The nature of qualitative evidence (with J. M. Swanson
and A. Kuzel). She is the editor of Qualitative Health Research,
an interdisciplinary journal publishing on qualitative methods
and research. She was the 1987 Sigma Theta Tau Episteme Laureate,
and in 1999 she received an honorary doctorate from the University
of Newcastle, Australia, for her contribution to nursing knowledge.
She is presently funded by CIHR to conduct a qualitative study
on suffering and enduring.
(bio adapted from Sage
Publications)
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Linda Tuhiwai
Smith, University of Auckland, New Zealand
Linda
Tuhiwai Smith is Associate Professor of Maori Education and Director
of the International
Research Institute for Maori and Indigenous Studies at the
University of Auckland, New Zealand. Professor Smith works as
a consultant to the development of aboriginal and indigenous studies
at five major universities in Australia and Greenland. In New
Zealand she has been central to the development of a tribal university,
Te Whare Wananga o Awanuiarangi, and to the nationwide movement
for an alternative schooling system, Kura Kaupapa Maori. Her leadership
represents the pioneering work of Maori scholars and activists
which inspires indigenous and sovereignty work internationally.
Professor Smith's book Decolonizing Methodologies: Research
and Indigenous Peoples (Zed, 1999) explores the intersections
of imperialism, knowledge and research.
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Speakers and Workshop Leaders
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Arthur
Bochner, University of South Florida
Dr.
Bochner joined the faculty of the Department of Communication,
University of South Florida, in 1984. His current projects investigate
narratives surrounding aging, especially the aging of family members.
Bochner is the co-director of the Institute for Interpretive Human
Studies.
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Liora
Bresler, University of Illinois
at Urbana-Champaign
Liora
Bresler is Professor of Education in the College of Education
at the University of Illinois at Urbana Champaign, and a faculty
member in the Campus Honors Program and affiliate Professor in
the School of Music. Bresler was involved in a number of National
research projects, including the National Arts Education Research
Center and the College Board/Getty Center evaluation on Arts Integration
in Academic Subjects. Her publications include papers in the Educational
Researcher, Educational Theory, Studies in Arts Education, Council
for Research in Music Education, Research Studies in Music Education,
Journal of Aesthetic Education, Research in Drama Education, Visual
Art Research, and the Curriculum Journal. Her book
chapters appeared in the first Handbook for Research in Music
Teaching and Learning, in the Charles Fowler Symposium,
and in NAEA publications. Her co-authored book (with Robert Stake
and Linda Mabry), is based on a series of case-studies of arts
education in the United States. Bresler is co-editor of Arts
and Learning journal, as well as for Educational Theory,
Research Studies in Music Education, and Visual Art Research.
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Nick
Burbules,
University
of Illinois at Urbana-Champaign
Biography
unavailable at this time.
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Kathy
Charmaz, Sonoma State University
Kathy
Charmaz is Professor of Sociology and Coordinator of the Faculty
Writing Program at Sonoma State University. She teaches in the
areas of sociological theory, social psychology, qualitative methods,
health and illness, and gerontology. As Coordinator of the Faculty
Writing Program, she assists faculty in writing for publication
and leads three faculty seminars on writing. In addition to writing
numerous chapters and articles, she has written or co-edited five
books including Good Days, Bad Days: The Self in Chronic Illness
and Time , which won awards from the Pacific Sociological Association
and the Society for the Study of Symbolic Interaction. Her recent
publications focus on medical sociology, qualitative methods,
and social psychology and include a number of articles and chapters
on grounded theory. Dr. Charmaz has served as the president of
the Pacific Sociological Association, Vice-President of the Society
for the Study of Symbolic Interaction, and editor of Symbolic
Interaction . She is the chair of the Medical Sociology Section
of the American Sociological Association.
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Julianne
Cheek, University of South Australia
Julianne
Cheek is a Professor in the School of Health Sciences and
Director of the Early Career Researcher Development program at
the University of South Australia, Adelaide, South Australia. She is
Director of a performance funded and university recognised
research centre – The Centre for Research into Sustainable
Health Care. She has attracted funding for many qualitative research
projects, with some 20 projects funded in the past four
years including 5 consecutive Australian Research Council grants and
National Health and Medical Research Council funding. Most
of this funding has been obtained in the area of care of the older
person and issues pertaining to understandings underpinning and
shaping such care. She is a reader for the ARC and a panel member
of the NH&MRC. In her role as Director of ECR Development
at the University of South Australia she has responsibility for
facilitating and encouraging the research career development
of the post doctoral academic staff members of the university.
Professor Cheek is co-editor of Health - An Interdisciplinary
Journal for the Social Study of Health, Illness and Medicine
(Sage UK). She is widely published with much of her work
exploring the application of postmodern and poststructural approaches
to health care including her book Postmodern and Poststructural
Approaches to Nursing Research (Sage Publications, 2000 California).
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Clifford
Christians, University of Illinois at Urbana-Champaign
Clifford
Christians is Professor of Media Studies, Journalism and Research
at the Institute of Communications, University of Illinois at
Urbana-Champaign, where he also served as director 1987-2001.
He is coauthor of Responsibility in Mass Communication
(3rd. ed., 1980), Good News: Social Ethics and the Press (Oxford,
1993), and Media Ethics: Cases and Moral Reasoning (6th
ed., 2001). He is coeditor of Jacques Ellul: Interpretive
Essays (1981), Communication Ethics and Universal Values
(1997), and Moral Engagement in Public Life: Theorists for
Contemporary Ethics (2002). He is editor of The Ellul
Forum and former editor of Critical Studies in Mass Communication.
He has been a visiting scholar in philosophical ethics at Princeton
University, in social ethics at the University of Chicago, and
a PEW fellow in ethics at Christ Church Oxford University. On
the faculty of the University of Illinois since 1974, he has won
five teaching awards. He has lectured or given academic papers
in 25 countries, and is listed in Outstanding Scholars of
the 21st Century (Ethics), Who's Who in America,
and International Who's Who in Education.
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Patricia
Clough,
City
University of New YorkPatricia Ticineto Clough is professor
of sociology, women's studies, and intercultural studies at
Queens College and the Graduate School of the City University
of New York. Her books include Feminist Thought (1995)
and The End(s) of Ethnography (1992, revised 1998).
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CL
Cole, University of Illinois at Urbana-Champaign
CL
Cole is Associate Professor of Kinesiology, Women’s Studies,
Sociology, and the Afro American Studies and Research Program
at the University of Illinois, Urbana-Champaign. She is widely
considered one of the leading figures in the Sport & Cultural
Studies movement, serving as editor of the Journal of Sport
and Social Issues and having published widely on feminist
cultural studies, Nike, Inc., Michael Jordan, the National Basketball
Association, and popular culture. Currently, she is completing
a book on national popular culture, sport, and embodied deviance
in post-WWII America, and is the editor of the forthcoming anthologies
Corporate Nationalism(s): Sport, Cultural Identity & Transnational
Marketing (with David L. Andrews and Michael Silk, Berg Press)
and Exercising Power: The Athletic Body in Public Space
(with Grant Farred). She is also co-editor of the book series
'Sport, Culture & Social Relations' (SUNY Press), and serves
on the editorial board of Cultural Studies<—>Critical
Methodologies and the advisory board of GLQ.
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Norman
Denzin, University of Illinois at Urbana-Champaign
Denzin's
research covers the span from theory to institutional practice.
His books The Alcoholic Self and The Recovering Alcoholic
won the prestigious Charles H. Cooley Award of the Society for
the Study of Symbolic Interaction, and were nominated for the
C. Wright Mills Award. His recent publications include: Screening
Race: Hollywood and a Cinema of Racial Violence, Interpretive
Ethnography, The Cinematic Society, Images of Postmodern Society,
The Research Act, Interpretive Interactionism, and Hollywood Shot
by Shot. In 1997 he was awarded the George Herbert Award from
the Study of Symbolic Interaction. He is past editor of The
Sociological Quarterly, co-editor of The Handbook of
Qualitative Research, 2/e, co-editor of Qualitative Inquiry,
editor of Cultural Studies/Critical Methodologies, and
series editor of Studies in Symbolic Interaction.
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Carolyn
Ellis,
University of South Florida
With
interest in emotions, narrative inquiry and autoethnography, Ellis
has contributed to both the disciplines of Sociology and Communications.
Her use of experimental ethnography and discussions of the Self
are some of the ways in which she relies on and contributes to
symbolic interactionism.Ellis has three sole-authored published
books: Fisher Folk: Two Communities on Chesapeake Bay
(1986); Final Negotiations: A Story of Love, Loss, and Chronic
Illness (1995); and The Ethnographic "I": A
Methodological Novel About Doing Autoethnography (forthcoming).
To name just a few of her additional accomplishments, Ellis has
edited at least five collections, given at least twenty-five invited
talks, published over twenty-five articles, over twenty-five book
chapters, at least twenty reviews or review essays, and presented
over fifty papers at professional meetings. With an impressive
and prolific list of contributions to Sociology, Communications,
and Symbolic Interactionism, Carloyn Ellis is a key contemporary
thinker.
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Michael
J. Feuer, Georgetown University
Director of the Center
for Education at the National Research Council/National Academy
of Sciences
Dr. Michael J. Feuer
received his Ph.D. in Public Policy Analysis from the School of
Public and Urban Policy at the University of Pennsylvania. He
has also done graduate studies in political science and public
administration at Hebrew University of Jerusalem. Dr. Feuer is
currently the Director of the Center for Education at the National
Research Council/National Academy of Sciences. The newly constituted
Center incorporates the Board on Testing and Assessment (BOTA)
and the Board on International Comparative Studies in Education
(BICSE), supplementing ongoing work on K-12 and Postsecondary
Science and Mathematics Education, and Teacher Preparation. From
1993 to 1999, Dr. Feuer served as the Director of BOTA. Before
his work with BOTA, Dr. Feuer served as Senior Analyst and Project
Director of the Office of Technology Assessment of the United
States Congress. Dr. Feuer has taught graduate courses at Drexel
University in policy analysis, management and technology, economics
of education and labor, technology and society.
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Alice
Filmer, University of Illinois at Urbana-Champaign
Alice
Filmer addresses a phenomenon she calls the acoustics of identity,
i.e., those features of identity—whether cultural, national,
racial, ethnic, and the like—that are performed in speech.
With a concentration in linguistic diversity and language rights
in multicultural societies such as the USA, Alice examines the
sociopolitical construction of language standards and stigmas
within the historical context of Euro-American colonialism. In
her research on acoustic identity, she problematizes explanations
of center-periphery power relations that have become obsolete
in the face of worldwide migration and other demographic shifts.
More specifically, she examines liminal spaces created and taken
up by individuals and communities, who linguistically negotiate
identities that defy hegemonic normativity and escape the confines
of essentialism. Among several research sites, Alice has investigated
a linguistic dilemma affecting many young speakers of African-American
Vernacular English who struggle to negotiate a black identity
in the face of peer criticism for "sounding white" when
they speak standard English (in World Englishes, 22(3), 2003).
In her essay, "Delivering Malinche" (in Studies in Symbolic
Interaction, 26, 2003), she writes about the "mexicanization"
of a gringa who begins to "sound Sonoran" as she learns
to speak Spanish fluently.
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Jennifer
Greene, University of Illinois at Urbana-Champaign
Jennifer
Greene's research interests focuses on the intersections of social
science and social policy. A professor in the department of Educational
Psychology, University of Illinois at Urbana-Champaign, she works
in the domain of educational and social program evaluation. Her
work advances the theory and practice of alternative forms of
evaluation, including qualitative, participatory, and mixed-method
evaluation approaches. Her current emphasis is on evaluation as
a venue for democratizing dialogue about critical social and educational
issues. She was named Distinguished Senior Scholar in the UIUC
College of Education (2003), and recieved the Paul F. Lazarsfeld
Award, for contributions to evaluation theory by the American
Evaluation Association in 2003.
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Jay
Gubrium,
University of Missouri-Columbia
Jay
Gubrium was appointed Chair of the MU Sociology Department in
2002. His areas of specialization are aging and the life course,
culture, identity, qualitative methods, and narrative analysis.
Jay works empirically at the border of ethnography and narrative
analysis, combining them in new ways to deal with the perennial
problems of linking observational data with transcripts of stories,
speech, and other narrative material. This has been applied in
a long-standing program of research on the social organization
of care and treatment in human service institutions. His program
of research has extended to institutional practices across the
life course. His publications include, Living and Dying at
Murray Manor, and Oldtimers and Alzheimer's: The Descriptive
Organization of Senility. Gubrium is also founding and current
editor of the Journal of Aging Studies.
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Stephen
Hartnett, University of Illinois at Urbana Champaign
Stephen
Hartnet's research interests in the department of Speech communication
include rhetorical theory; rhetorical criticism of historical
and contemporary discourse; American Studies; the political-economy
of crime and punishment (19th and 20th century) including the
death penalty, investigative poetics. His current research includes
a book project with co-author Laura Stengrim, entitled Empire
of Deception: The War in Iraq, Globalization & The Twilight
of Democracy. As part of his work as a Research Fellow of
the Illinois Program for Research in the Humanities, he is also
working on Executing Democracy: Enlightenment, Modernity,
and Capital Punishment in America, 1683-1855. In the role
of Advisor to the Center for Democracy in a Multiracial Society,
Hartnett organized the 2004 conference, "Education or Incarceration?
Schools and Prisons in a Punishing Democracy." Recent publications
include "'The Whole Operation of Deception': Reconstructing
President Bush's Rhetoric of Weapons of Mass Destruction"
(2004), and his book Incarceration Nation: Investigative Prison
Poems of Hope and Terror (2003).
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James
Holstein, Marquette University
James
Holstein is Professor and Chair of the Department of Social and
Cultural Sciences, Marquette University. He is editor of the journal
Social Problems, has edited numerous books, and recently
authored the book Inner Lives and Social Worlds (2003).
Holstein's broad research interests include Sociology and Mental
Health and Illness, Aging and the Life Course, Family Studies,
Ethnomethodology and Social Constructionism, and Interview Research.
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Rodney
Hopson, Duquesne University
Rodney
Hopson is Associate Professor in the Department of Foundations
and Leadership, School of Education, Duquesne University. His
areas of specialization are social politics and policy, foundations
of education, sociolinguistics, and ethnographic evaluation research.Current
and recent works include "Language Policy, Social Change,
and National Reconciliation in a Post- Apartheid Namibia: What
Price to Pay? (2003), "The Problem of the Language Line:
Cultural and Social Reproduction of Hegemonic Linguistic Structures
for Learners of African Descent in the United States" (2003),
and "Advancing Evaluation Social Agenda and Advocacy Models
for Persons of Color: Efforts Towards Culturally Responsive
Evaluation at Half Century" (2003).
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Stafford
Hood, Arizona State University
Stafford Hood is the
Interim Associate Dean in the College of Education, Arizona State
University.
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Ernest
House, University of Colorado at Boulder
Ernest
R. House is Emeritus Professor in the School of Education at the
University of Colorado at Boulder. His primary interests are evaluation
and policy analysis. He was awarded the Harold E. Lasswell Prize
by Policy Sciences (1989) and recipient of the Paul F. Lazarsfeld
Award for Evaluation Theory, presented by the American Evaluation
Association (1990). House has edited and authored numerous books
and journals, including Evaluating with Validity (1980),
Jesse Jackson and the Politics of Charisma (1988), and
Professional Evaluation: Social Impact and Political Consequences
(1993).
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Valerie
Janesick, University of South Florida
Valerie
J. Janesick is a Professor of Educational Leadership and Policy
Studies at the University of South Florida in Tampa. She
regularly teaches courses in qualitative research methods, program
evaluation, and curriculum theory, development, and assessment.
She has written books and articles in these areas.
Her articles, books, and book chapters tend to discuss the
value of aesthetics in the research process. Her most recent works
include: The Assessment Debate: A Reference Handbook
(2001); Curriculum Studies: A Reference Handbook (2003);
and "Stretching" Exercises for Qualitative Researchers,
Second Edition (2004).She also authored "The Dance of
Qualitative Research Design," a chapter in the Handbook
of Qualitative Research by Denzin and Lincoln.
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Robin
Jarrett,
University of Illinois at Urbana-Champaign
Robin
Jarrett is Associate Professor of Human and Community Development
at the University of Illinois at Urbana-Champaign. Her research
focuses on coping strategies of low-income African-American families
and children in inner-city neighborhoods and the impact of welfare
reform on family functioning and child development. A key area
of research examines how low-income African American families
promote the social mobility prospects of their children-adolescents.
A second area of research considers the impact of welfare reform
on family functioning and child development. Recent publications
include "A good mother got to fight for her kids" (with
S. Jefferson — in press), and "Fathers in the "hood":
Insights from qualiative research on low-income, African American
men" (with K.M. Roy and L. Burton, 2002) in the Handbook
on Fatherhood.
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Patricia
Lather, Ohio State University
Patti
Lather is associate professor of education and associated women’s
studies in the School of Educational Policy and Leadership, Ohio
State University. She has written extensively on the research
methodology, specifically exploring "the implications of
the intersections of varying critical, feminist, and poststructural
theories within the context of research and pedagogy". Her
self-described goals "lie in the development of a critical
social science, a science intended to empower those involved to
change as well as to understand the world" ("Critical
Frames in Educational Research", p. 87). Recent work includes
(2004) "Scientific Research in Education" in the Journal
of Curriculum and Supervision, and (2004) "This IS Your
Father's Paradigm: Governmental Intrusion and the Case of Qualitative
Research in Education" in Qualitative Inquiry.
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Yvonna
Lincoln,
Texas A&M University
Yvonna
Lincoln is currently Professor of Higher Education and Human Resource
Development and holds the Ruth Harrington Chair of Educational
Leadership and University Distinguished Professor of Higher Education.
She also serves as Program Director for the Higher Education Program
Area. Lincoln is the co-author of Effective Evaluation, Naturalistic
Inquiry, and Fourth Generation Evaluation, the editor of
Organizational Theory and Inquiry, the co-editor of the
Handbook of Qualitative Research, 2nd Edition (with N.K.
Denzin), and co-editor of the international journal, Qualitative
Inquiry (also with N.K. Denzin). Author of more than
80 chapters, articles, and book reviews, she has also served
as the National Program Chair and Vice President of Division J
of the American Educational Research Association, President of
the American Evaluation Association, and President of the Association
for the Study of Higher Education. She has recieved the Paul Lazarsfeld
Award for contributions to Research on Evaluation (1987), the
AERA-Division J Research Achievement Award (1990), the Association
for Institutional Research's Sidney Suslow Award (1991), and the
Association for the Study of Higher Education's Research Achievement
Award (1993).
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Michal
McCall, Macalester College
Michal
McCall, professor and chair at Macalester College, teaches Social
Theory, Social Change, Images in Consumer Society, and the Political
Economy of Food. She recently completed a study of women in sustainable
agriculture and is writing a book about her findings. Other publications
from the study are The One About The Farmers Daughter: Stereotypes
and Self-Images, and Slow Food: Sustainable Agriculture
and Responsible Eating.
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Cameron
McCarthy, University of Illinois
at Urbana-Champaign
Cameron McCarthy
teaches mass communications theory and cultural studies at the
University of Illinois at Urbana-Champaign, Illinois. He is
Research Professor, Communications Scholar & University
Scholar in the Institute of Communication Research. Cameron
has also held appointments to the departments of Curriculum
and Instruction and Educational Policy Studies. He has been
a visiting scholar and lecturer at Jesus College, the University
of Cambridge, York University, The University of Newcastle,
Monash University and the University of Queensland. He has published
widely on topics related to postcolonialism, problems with neoMarxist
writings on race and education, institutional support for teaching,
and school ritual and adolescent identities in journals such
as Harvard Educational Review, Oxford Review of Education,
The British Journal of the Sociology of Education, Studies in
the Linguistic Sciences, International Studies in Qualitative
Research, Qualitative Inquiry, Ariel: Review of International
English Literature, Discourse, Educational Theory, Curriculum
Studies, The Journal of Curriculum Theorizing, Urban Education,
Education and Society, Contemporary Sociology, The Journal of
Cultural Studies, Cultural Studies--Critical Methodologies,
Interchange, The Journal of Education, and The European
Journal of Intercultural Studies. Cameron has authored
or co-authored the following books: Race and Curriculum
(Falmer Press, 1990), Race Identity and Representation
in Education (Routledge, 1993), Racismo y Curriculum
(Morata, Madrid, 1994), The Uses of Culture: Education
and the Limits of Ethnic Affiliation (Routledge, 1998),
Sound Identities: Youth Music and the Cultural Politics
of Education (Peter Lang, 1999), Multicultural Curriculum:
New Directions for Social Theory, Practice and Policy (Routledge,
2000) and Reading and Teaching the Postcolonial: From Baldwin
to Basquiat and Beyond (Teachers College Press, Columbia
University, 2001). Cameron has published with his graduate students
on Foucault and Cultural Studies entitled, Foucault, Cultural
Studies and Governmentality (SUNY Press, 2003). He is currently
working on a new anthology, Race, Identity and Representation,
Volume Two. This book will address the impact of globalization,
particularly since 9/11, on racial formation and structuration
in modern societies and will foreground new theoretical and
empirical work on race relations by major national and international
scholars. It has been solicited by Routledge/Falmer for its
“Critical Social Thought” book series. With Angharad
Valdivia, Cameron is co-editor of the “Intersections in
Communication and Culture” book series for Peter Lang/Institute
of Communications Research.
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Kathryn
Bell McKenzie, University of Texas A&M
Kathryn
Bell McKenzie is an Assistant Professor in the Department of Educational
Administration and Human Resources. Dr. McKenzie received her
Ph.D. in Educational Administration from The University of Texas
in Austin.Her research foci include Equity and Social Justice
in Schools, School Leadership, Qualitative Methodology, and Critical
White Studies. During her over twenty years in public education,
Dr. McKenzie was a classroom teacher, curriculum specialist, assistant
principal, principal, and Deputy Director of the University of
Texas/Austin Independent School District Leadership Academy.
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Luis
Miron,
University of Illinois at Urbana-Champaign
Luis Miron is a member
of the Center for Global Studies, and works in the Educational
Policy Studies department, College of Education at UIUC. His
scholarly and empirical studies seeks to weave insights from
cultural studies, aesthetics, and the humanities into the understanding
of schooling. His published work has focused on equity issues
and the possibilities of establishing deep democracy in inner
city schools serving large numbers of students of color. His
current work synthesizes, and attempts to build upon, cultural
and social traditions in the African American and Latino communities,
including Improvisation, racial-ethnic solidarity, and the honor
of family and respect for others into current discourses on
urban school reform. Recent publications include "Locating
the Spaces of Resistance" and (with M Lauria) "The
new social spaces of resistance".
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Virginia
Olesen, University of California, San Francisco
Virginia
Olesen is professor emerita in the Department of Social and Behavioral
Sciences in the School of Nursing, University of California, San
Francisco. Her research and many publications fall in the areas
of women's health, mundane ailments, team-based qualitative research,
and feminist qualitative research.Olesen has recieved several
major professional awards throughout her career, including the
Society for the Study of Symbolic Interaction (1996) and Chancellor's
First Faculty Award for the Advancement of Women, UC, San Francisco
(1994). She has also chaired the Medical Sociology Section of
the ASA and two times gave the plenary address to the British
Sociological Association's Medical Section.
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Cele
Otnes,
University of Illinois at Urbana-Champaign
Cele
Otnes works in the department of Business Administration at the
University of Illinois at Urbana-Champaign. She has published
widely in the area of ritualistic consumption. Her research appears
in publications including the Journal of Consumer Research, Journal
of Business Research, Journal of Advertising, and the Journal
of Contemporary Ethnography. She is co-editor of a book titled
Gift Giving (with Richard Beltramini). She was named Outstanding
Teacher in the College of Communications in 1994 and again in
1997.
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Laurence
Parker,
University of Illinois at Urbana-Champaign
Laurence
Parker is on the faculty of Educational Policy Studies, College
of Education, University of Illinois at Urbana-Champaign. His
current research interests include urban education, higher education
desegregation, critical race theory and education, and educational
policy and school choice. His research explores Critical Race
Theory and its utility in educational research. He has co-edited
an issue of the International Journal of Qualitative Studies
in Education (1998), and is working on a special issue of
Theory and Practice examining educational policy concerns.
Parker is a board member of the Division of Intercollegiate Athletics,
University of Illinois Athletics Board (2003-2007), on the editorial
boards of Educational Researcher and the American
Educational Research Journal, was Division L Program Chair
for AERA 2003 Annual Meeting, and a committee member of the Brown
v. Board of Education Jubilee Commemorative Year. Recent prublications
include "Critical Race Theory in Education: Possibilities
and Problems" and "Critical Race Theory and its Implications
for Methodology and Policy Analysis in Higher Education Desegregation".
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Ron
Pelias, Southern Illinois University (Carbondale)
Ron
Pelias is Director of Graduate Studies, Department of Speech Communication,
SIUC. His research focuses on Performance Studies, Performance
Methodologies, Performance Composition Literary and Performance
Theory. Recent publications and performances include “The
Academic Tourist: A Critical Ethnography” (in press), “Carolyn
Ellis: Helplessly Attached to Being Human" (in press), and
"Telling Stories about Relationships: Improvisations in Generating
and Cannabalizing". Pelias chaired the Performance Studies
Division of the Speech Communication Association (1992-93), and
has recieved the Lilla A. Heston Award for Outstanding Scholarship
in Interpretation and Performance Studies, National Communication
Association (2000). He has also recieved the Distinguished Service
Award from the Performance Studies Division of the National Communication
Association (2000).
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Wanda
Pillow,
University of Illinois at Urbana-Champaign
Working
in Educational Policy Studies in the College of Education,University
of Illinois at Urbana-Champaign, Pillow's research interests include
the intersections of gender, race, class and sexuality as they
impact issues of representation, access, voice, and equality.
She explores these issues through thinking and writing about the
doing of qualitative research and the methodologies that guide
analyses. Her book Unfit Subjects: Education Policy and the
Teen Mother, 1972-2002 develops thinking about doing critical,
race-based feminist policy analysis. Her most recent research
examines the uses of representations of Sacajawea and York, "members"
of the Lewis and Clark 'Corps of Discovery' expedition, 1802-1804.
Recent publications include "Race-based methodologies: Multicultural
methods or epistemological shifts?" (2003) and "Confession,
catharsis or cure? Rethinking the uses of reflexivity as methodological
power in qualitative research" (2003).
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Fazal
Rizvi,
University of Illinois at Urbana-Champaign
Fazal
Rizvi works in Educational Policy Studies, College of Education,
University of Illinois at Urbana-Champaign. His research interests
focus on comparative and international education; higher education
and policy in the Asia-Pacific; cultural globalization and education
policy; postcolonial theories of identity, representation and
education; and global inequalities and educational policy. He
is currently Honorary Professor at Deakin University, and was
Co-Principal Investigator of Chinese Students in Australia
and the US: a comprative study, Australian Research Council
(2003). Recent publications include "Education and Democracy
After September 11", and "Globalization and the Politics
of Race and Education Reform".
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Katherine
Ryan,
University of Illinois at Urbana-Champaign
Katherine
Ryan works with Quantitative and Evaluative Research Methodologies
in the department of Educational Psychology,
University of Illinois at Urbana-Champaign. Her work focuses on
educational assessment involving program evaluation and student
evaluation. She examines these issues in relationship to gender
and ethnicity. Her recent work in program evaluation examines
how democratic evaluation approaches might address problems with
educational accountability systems.She is on the editorial board
of the American Journal of Evaluation, and was Principal
Investigator of Individual Differences in Math Test Performance
(Campus Research Board, 2003). Recent publications include "Serving
the public interests in educational accountability" (in press),
and "Guarding the castle and opening the gates" (with
L. Hood, 2004).
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James
Scheurich, University of Texas at Austin
Professor Scheurich
can be found in the Educational Administration Dept., College
of Education, University of Texas at Austin. He is the Coordinator
of the PSEL Program and Director of the Principalship Specialization
within PSEL. His research interests are research epistemologies
and methodologies; school and district transformation, the superintendency,
and issues of equity in terms of race, class, gender, sexuality,
and disability. He is the editor of the International
Journal of Qualitative Studies in Education and the author
of two books, including Research Method in the Postmodern,
and numerous articles.
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Joseph
Schneider, Drake University
Joseph
Schneider is Ellis and Nelle Levitt Professor of Sociology at
Drake University. His main areas of interest are morality, theory,
masculinity, and postmodernism. His past work includes books and
articles on deviance, social problems, illness, family caregiving
in China, and ethnography. He teaches courses in deviance, morality,
masculinity, and contemporary Chinese society. His most recent
book is co-authored with Wang Laihua and is titled Giving
Care, Writing Self: A "New" Ethnography (2000),
a critical examination of conventional ethnographic practice through
a field study of caregiving for elderly parents in a small number
of families in a large city in China. He served as editor of the
national sociology journal, Social Problems, and is active
in a variety of regional and national professional sociology organizations.
He is a former director of The Cultural Studies Program at Drake.
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Robert
Stake, University of Illinois at Urbana-Champaign
Robert
Stake is professor of education and director of CIRCE at the University
of Illinois. He is a specialist in the evaluation of educational
programs. Among the evaluative studies he has directed are works
in science and mathematics in elementary and secondary schools,
model programs and conventional teaching of the arts in schools,
development of teaching with sensitivity to gender equity; education
of teachers for the deaf and for youth in transition from school
to work settings, environmental education and special education
programs fro gifted students, and the reform of urban education.
Stake has authored Quieting Reform, a book on Charles
Murray's evaluation of Cities-in -Schools; two books on methodology,
Evaluating the Arts in Education and The Art of Case Study
Research; and Custom and Cherishing, (with Liora
Bresler and Linda Mabry) on teaching the arts in ordinary elementary
school classrooms in America. Recently he led a multi-year evaluation
study of the Chicago Teachers Academy for Mathematics and Science.
For his evaluation work, he received the Lazarsfeld Award (1988)
from the American Evaulation Association, and an honorary doctorate
from the University of Uppsala (1994).
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Ian
Stronach, Manchester Metropolitan University
Ian
Stronach is Research Professor at the Institute of Education,
Manchester Metropolitan University. His work spans
a range of qualitative approaches to educational research - teacher
research, action research, illuminative evaluation, deconstruction
of the same, research methodology and theory from a post-structuralist/postmodernist
point of view. Recent works include editing Educational Research:
Difference and diversity (with H Piper - forthcoming), "Towards
an uncertain politics of professionalism: teacher and nurse identities
in flux" (2002), and "This space is not yet blank: anthropologies
for a future action research" (2002).
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Noreen
Sugrue, University Of Illinois At Urbana-Champaign
Noreen
M. Sugrue is Senior Research Associate at the University of Illinois,
Nursing Institute, and a Faculty Affiliate at the Institute of
Government and Public Affairs. Her broad research focus is health
and social welfare policy, and her expertise includes executive
training for government officials and health care leaders. She
functioned as senior staff to a national panel, The Future
of the Health Care Labor Force in a Graying Society. Sugrue
is currently Principal Investigator on two externally funded projects
related to health care labor issues, in particular, as health
care labor relates to health outcomes and the overall economic
impact for society of an inadequately prepared labor force. In
addition, she is writing a book on unlicensed nursing care providers
who care for the elderly.
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Elizabeth
Adams St. Pierre, University of Georgia
Elizabeth
Adams St. Pierre works in the Department of Language Education,
College of Education, University
of Georgia. Her research interests bring critical, feminist, and
poststructural theories to bear on a range of overlapping interests:
the construction of subjectivity; qualitative research methodology;
the reading/writing/language theories of secondary English education;
the reading practices of adult expert readers; and literacy practices
in alternative sites, especially adult women's book clubs. Her
publications include "Writing: A Method of Inquiry"
(a chapter in the forthcoming 3rd edition of the Handbook
of Qualitative Research), "Deleuzian concepts for education"
(in press), and "Refusing alternatives: A science of contestation"
(2004).
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Angharad
Valdivia, University Of Illinois At Urbana-Champaign
Professor
Valdivia is a member of the Institute of Communications Research,
University Of Illinois At Urbana-Champaign. Her research combines
the areas of gender and feminist studies with ethnic studies,
in the examination of contemporary mainstream popular culture
that explores the tension between agency and structure. Her current
research projects include hybridity theory as it applies to Latina/o
Studies, ambiguity as a strategy of ethnic representation, and
differentiation within Latinidad. She is working on a book length
manuscript entitled "The Gender of Latinidad" and several
other projects. Among other writings, Professor Valdivia is the
author of A Latina in the Land of Hollywood (2000) and
the editor of The Media Studies Companion (2003); and
co-editor of Geographies of Latinidad (forthcoming).
She has published essays in numerous journals including the Communication
Review, Global Media Journal, Journal of Communication,
the Journal of International Communication, and several
others.
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Mary
Weems, Ohio University, Athens, Ohio
Mary
E. Weems is an educator, a performer, a poet, a dramatist, and
a theorist of the imagination-intellect. She currently is a Visiting
Professor at Ohio University in Athens, in the Education department
of Cultural Studies. She has published three collections of poetry,
White, Blackeyed, and Fembles, and has just
published a book titled Public Education and the Imagination-Intellect:
I Speak from the Wound in My Mouth (2003, Peter Lang). Her
work has also appeared in Qualitative Inquiry, Cultural Studies/Critical
Methodologies, Studies in Symbolic Interaction,
Xcp Cultural Poetics, and Futures of Education. One
reviewer of her latest book noted that "Not since [James]
Baldwin in Fire Next Time has a public intellectual spoken so
forcefully about the contradictions of experience and existence
in urban life and the educational and cultural lessons that we
have chosen to ignore".
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Klaus
Witz,
University Of Illinois At Urbana-Champaign
Klaus
Witz is found in the department of Curriculum and Instruction,
College of Education, University of Illinois at Urbana-Champaign.
His research has involved qualitative research (audio and video)
in cognition and self, research in philosophy of education and
science, and in perennial philosophy. His interests and projects
include qualitative methods using video and audio technology,
and looking at values for education and existing values in teachers;
increasing awareness and the role of values in science and in
citizenship; interview-based biographical research; perennial
philosophy or religion; and philosophy of science. He has served
as a member of the Governing Council of the World Association
of Vedic Studies, and chair of the Standing Comittee on Interreligious
Dialogue, World Association of Vedic Studies. Recent publications
include "Morality, spirituality and science in the elemenetary
classroom" (with N. MacGregor - 2003), and "The 'veiled
image' and 'constantly amplifying the feeling'" (2001). |
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