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Keynote Speakers — Thursday May 5


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)

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.


Speakers and Workshop Leaders


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.

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.

Nick Burbules, University of Illinois at Urbana-Champaign

Biography unavailable at this time.






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.

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).  



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.

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).


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.



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.



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.

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.




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.

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.



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.



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).

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.

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).

Stafford Hood, Arizona State University

Stafford Hood is the Interim Associate Dean in the College of Education, Arizona State University.






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).




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.



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.




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.




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).



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.



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.



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.




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".




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.

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.


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".




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).




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).



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".



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).



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.




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.



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).



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).




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.



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).


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.



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".



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).

Last Updated: Nov. 17, 2004







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