from the director
of Illinois, the College of Communications, the International Center
for Qualitative Inquiry and the Department of Advertising and Consumer
Studies welcome you to the Second International Congress of Qualitative
Inquiry. More than 900 people from more than 55 nations have registered
for the Congress. There are 16 preconference workshops. More than 800
papers will be presented and performed in more than 180 sessions.
The theme of the
Second International Congress, Ethics, Politics and Human Subject Research
in the New Millennium builds on and extends the theme of the First International
Congress, which focused on Qualitative Inquiry in a Time of Global Uncertainty.
The 2006 Congress explores experiences with and criticisms of Institutional
Review Boards and their counterparts in other nations. Too often these
state-sponsored systems of review rely upon narrow definitions of science,
research, human subjects and ethics. These regulatory and ethical activities
raise fundamental philosophical, epistemological, political and pedagogical
issues concerning scholarship and freedom of speech in the academy.
These issues cut across the fields of educational and policy research,
the humanities, communications, health and social science, social welfare,
business, and law.
Presenters at the 2006 Congress take up alternative conceptions of
research, ethics and science. They entertain new ways of decolonizing
traditional methodologies as they are used in indigenous communities.
They trouble performative, feminist, indigenous, queer, democratic and
participatory forms of critical ethical inquiry. The 2006 Congress
examines how these new forms of inquiry advance the goals of social
justice and progressive politics in this new century.
The Second International Congress offers us an opportunity to share
our experiences, problems and hopes concerning the conduct of critical
qualitative inquiry in this time of global uncertainty.
The International Association of Qualitative Inquiry (IAQI) was
launched at the First Congress. A year later this new association has a
newsletter and more than 1,000 members. Thank you for coming and
being part of this truly international project.
Norman K. Denzin
Thursday, 5:30-7 p.m., Foellinger Auditorium
(1) Norman K. Denzin,
Congress Director, Director's Welcome
(2) Robin Jarrett
announces winners of Illinois Distinguished Qualitative Dissertation
University of Saskatchewan; Michelle Fine, National Research Council,
National Academies of Science, Keynote Addresses
barbeque, Levis Faculty Center, cash bar, 7:15-9 p.m.
Other congress activities
(1) Wednesday, May
Preconference registration, workshop participants only,
6-9 p.m., Illini Union Colonial Room
(2) Friday, May 5
After 6:30 p.m.: Open evening. Check out the dining and night life in
downtown Champaign, Campustown and downtown Urbana.
Old-fashioned Midwest barbeque, 6:30-9:30 p.m., Levis Faculty Center, south patio. Includes barbecue chicken, vegetarian barbecue, side dishes
and cash bar.
May 4, Thursday
(1) "Case Study with Distant Habitants", Robert
Stake and Brinda Jegatheesan
(2) "Doing Situational
Maps", Adele E. Clarke
Situational analysis is
a new method of analysis for qualitative research that can be used
with interview, ethnographic, historical, visual, and/or other discursive
materials, especially useful for multi-site research. There are three
main cartographic approaches:
1. situational maps that lay out the major human, nonhuman, discursive
and other elements in the research situation of inquiry and provoke
analysis of relations among them;
2. social worlds/arenas maps that lay out the collective actors, key
nonhuman elements, and the arena(s) of commitment and discourse within
which they are engaged in ongoing negotiations---mesolevel interpretations
of the situation; and
3. positional maps that lay out the major positions taken, and not
taken, in the discursive data vis-à-vis particular axes of
difference, concern, and controversy around issues in the situation
Through mapping the data, the analyst constructs the situation of
inquiry empirically. The situation per se becomes the ultimate unit
of analysis and understanding its elements and their relations is
the primary goal.
This workshop will focus on the first kind of map, the situational
map. It can be used to design and conduct research in a flexible and
iteratively responsive manner across the duration of the project.
That is, the situational map can be reconstructed over time to specify
the emergent elements in the research situation of concern about which
data have been and still need to be gathered. The maps thus capture
and frame the messy complexities of the situation in their dense relations
and permutations, and intentionally work against the usual simplifications
so characteristic of scientific work. They also allow design from
the outset to explicitly gather data about theoretically and substantively
underdeveloped areas that may lie in situations of inquiry.
Participants are encouraged (but not required) to come to the workshop
with a draft map and be prepared to discuss it in the group. The workshop
goal is to help participants get a strong grip on the situation they
See www.situationalanalysis.com for more information on SA.
Writing Up and Evaluating Qualitative Materials", Robin Jarrett and
This workshop explores the related processes of interpreting, writing up and evaluating qualitative data. Case study examples will be highlighted to provide an overview of techniques that can be used to discover meanings and examine social processes and social interactions in qualitative data. Issues discussed include: deductive and inductive approaches to data analysis, integrating multiple data sources, data reduction and data display techniques, and using findings for theory development. Attention will be given to writing up qualitative data to reflect its rich descriptive nature as well as multiple voices and perspectives, the use of qualitative data for intervention development, targeting written products to scholarly/applied journals, and communicating research findings to different audiences. This workshop will also examine the relevant criterion for maintaining and assessing data quality.
Autoethnography", Tami Spry
What is involved in the
performance of one’s autoethnographic text? From work in the
field of performance studies, we will look at issues of performativity
in terms of how it relates to the conception and construction of autoethnography.
How is the everyday body and the aestheticized body involved in the
textual construction of autoethnography? How can the body be accessed
as an always and already creator of knowledge? How is the form of
autoethnography effected by performativity and performance? How does
the performance of autoethnography speak to cultural and social experiences?
We will begin with a brief overview of autoethnography, but participants
will be expected to have familiarized themselves with autoethnography
and related works. Please bring a short work in progress, and be dressed
(5) "Research Ethics
for Protecting Indigenous Knowledge and Heritage: A Conversation",
A dialogue with a series of performances.
Social Inquiry: Possibilities and Strategies", Jennifer C. Greene
will introduce participants to the domain of mixed-method social inquiry,
with a focus on understanding the commitments and opportunities afforded
by a “mixed method way of thinking.” The idea of using
a mixed-method approach to meaningfully engage with difference will
be advanced for dialogue and critique. In addition, conceptual questions
to be addressed include, “Just what is being mixed in mixed-method
social inquiry?” and “What are various legitimate purposes
for mixing methods in social inquiry?” Practical issues to be
discussed include key issues in mixed-method inquiry design, analysis,
"Questions of Design, Method and Ethics in the Study of Whiteness
Note: Because of a scheduling conflict, Michelle Fine will not be
able to direct this workshop. It will be directed by the Illinois
Whiteness Faculty and Student group.
Writing Performance Texts", Mary Weems and Carolyne White
This interactive, learning community-based pre-conference workshop is
for qualitative researchers from all disciplines interested in exploring a
non-traditional way of expressing the results of their research. It will be
conducted by Mary Weems with the assistance of Carolyne J. White. Weems
will share her imagination-intellect theory and the importance of
developing it from both a personal and professional perspective. Using
examples of her own work, she will share her approach to writing from the
space between the conscious and unconscious, and the importance of
freeing up the heart-mind to allow thoughts and ideas to flow from a more
creative, and passionate place.
(9) "The Critical
Use of Focus Groups", Gregory Dimitriadis and George Kambrelis
For this workshop, we will
explore the complex and multifaceted phenomena of “focus group”
research both theoretically and practically. At the broadest possible
level, focus groups are collective conversations or group interviews.
They can be small or large, directed or non-directed. Focus groups
have been used for a wide range of purposes over the past century
or so. The U.S. military (e.g., Merton), multi-national corporations,
Marxist revolutionaries (e.g., Freire), literacy activists (e.g.,
Kozol), and three waves of radical feminist scholar-activists, among
others, have all used focus groups to help advance their concerns
and causes. These different uses of focus groups have overlapped in
distinct and often disjunctive ways, and all have been strategic articulations
of pedagogy, politics, and inquiry. We will discuss these conceptual
issues as well as related strategies for conducting rich focus group
sessions. Among other things, we highlight: how to recruit participants;
how to choose spaces for hosting collective conversations; how to
develop and use leading questions; how to follow up on key themes
developed by group members; how and when to manage the group; and
how to understand the empirical material that emerges from these groups.
We also offer up close and personal examples that illustrate the productive
possibilities, the inherent dangers, and the contingency involved
in focus group research.
(10) "Red Pedagogy
and Critical Pedagogy: New Developments", Sandy Grande
Note: Because of a scheduling conflict, Joe Kincheloe and Shitely
Steinberg will not be able to direct this workshop. It will be
directed by the Sandy Grandy who will draw on her 2004 book, Red
Pedagogy. Using a community-based reesearch approach, it will ask
participants to explore the personal, political and cultural
connections between geographies of power, and identity, conceptions
of democracy and sovereignty, and radical, critical and red pedagogy.
(11) "Ethics and
Human Subjects Research", Clifford Christians
Practically: Working with and Navigating Ethics and Review Committees",
This workshop will give
participants the opportunity to discuss issues around navigating ethics
and review (e.g. funding) committees when undertaking qualitative
research projects. It will adopt a dialogical format in which participants
will be encouraged to contribute to the discussion and to provide
examples to form the focus of the second part of the workshop. These
can be examples of what they have done in particular situations, or
issues they are facing at present.
Structurally, the first
part of the workshop will be a review about how
Julianne Cheek and her colleagues have navigated ethics (IRBs) and
funding bodies with respect to the intersection of qualitative inquiry,
ethics and the politics of evidence. The second part will involve
focused and interactive small group work. Participants are asked to
bring to the workshop issues or problems from the field pertaining
to ethics and/or the politics of evidence that they wish to discuss
and explore. These issues/problems will form the basis of the small
group work thereby providing focused, grounded discussion and practical
feedback to participants about their particular issue/problem. In
this way the workshop is designed to be both dialogical and practical
as its structure draws on the research realties in which participants
live and work.
(13) "New Experimental
Writing Forms", Yvonna Lincoln
Participants should come with some qualitative data, analyzed and organized
in a systematic fashion, if at all possible, as writing will be a part of the
workshop. Exploration of experimental forms--pleated, layered texts, poetry,
fiction, "messy 0/00 texts, autoethnographic stories, and performance ethnographies--will be undertaken, in part via performance and dramatic
reading, and participants will begin writing experiments utilizing their own
data. Small research projects, dissertation data, or other ethnographic studies
provide good fodder for writing exercises.
Ethnography", Norman Denzin
A performance ethnography workshop. Small groups will prepare
performance texts based on epiphanies, racialized memories and self-identity.
(15) "State of
the Art: The Latest in Qualitative Software Advances", Ray Maietta
and Cesar Cisneros
This session is based on
the premise that the use of qualitative software does not threaten
the methodological integrity of qualitative researchers’ work.
Highlighting both innovative and classic features of ATLAS.ti, HyperRESEARCH,
MAXqda, and NVIVO we demonstrate how off-screen manual methods used
to analyze qualitative data can be employed and enhanced with qualitative
Areas of focus include:
Variety of data formats
Memo writing as stand alone method
Codebook and theme evolution
Strategies for data review and presentation
Educational Researchers", Elizabeth St. Pierre(Chair), Wanda Pillow,
Patti Lather, Jerry Rosiek and Michael J. Feuer
The National Research
Council’s 2002 report, Scientific Research in Education, encourages
developing a strong community of educational researchers and a particular
“culture of science,” and its 2005 report, Advancing Scientific
Research in Education, makes three recommendations regarding the preparation
of educational researchers. In a 2005 article in Educational Researcher,
Eisenhardt and DeHaan also delineate five areas to consider in the
doctoral training of researchers. Given that there is quite a debate
about what counts as “quality” educational research, it
follows that there is a great deal of interest in how schools of education
engage this complex and politically charged issue. Workshop presenters
and participants will engage recommendations from various sources
and move toward making some of their own.
(17) "Writing Autoethnography
and Narrative in Qualitative Research", Carolyn Ellis and Arthur Bochner
This workshop will focus
on writing personal narratives and reflexively including researchers'
selves and their interaction with participants in ethnographic projects.
Topics covered will include: narrative truth; ethics; developing scenes,
characters, conversation, and dramatic action; writing vulnerably
and evocatively; truth and memory; writing as inquiry, evaluating
and publishing autoethnography.