A Transformative Dialogue of Emancipatory Methodologies

This dialogical presentation is about emancipatory methodologies to explore ways in which qualitative research can be more culturally-nurturing. Following a study of alternative epistemologies research began to look, sound, and feel different and it now holds different purposes and goals. Rather than rendering people of color as pathological and misrepresented emancipatory methodologies can rehumanize qualitative research and dismantle deficit and devalued images of communities of color

Videos and Messy Data Analysis

This video collage expresses how students interacted with data in various ways as a response to the instructor’s request to analyze data. Video ‘stunts’ illustrate how ‘ messy data analysis’ can lead to spontaneous connections and ‘accident zones’ during different interactions with data. Additionally, this video collage has less to do with step-by-step approaches and more with engaging, challenging, interesting, thought-provoking, and sometimes pleasurable or threatening analysis approaches

Dialogic Exchanges and the Negotiation of Differences: Female Graduate Students\u27 Experiences of Obstacles Related to Academic Mentoring

This study, framed by social constructionism, investigated the dialogic exchanges and co-construction of knowledge among female graduate students, who met to discuss the ways in which the differences between mentors and mentees might be negotiated in order to develop and maintain mentoring relationships that benefit both partners. Ten female graduate students, with qualitative research experience, participated in individual interviews and focus groups. Findings indicated our participants were open to the differences expressed, focusing on commonalities, rather than accentuating or suppressing stated differences. This negotiation of difference enabled our participants to co-construct more complex and legitimate understandings of mentoring. Collectively, our participants expressed a need for mentoring that addressed psychosocial, as well as career functions and mentoring relationships that supported the development of both mentor and mentee as scholars and researchers

Answers , Assemblages, and Qualitative Research

While educational researchers predominately study complex, multidimensional problems, research findings and proposed arguments are characterized as definite, simplified and prone to 3 particular types of answers or expected outcomes. We seek to problematize definite and simplified notions of answers and propose answers be seen not as a final step in research but rather as an opening, an assemblage, a jar, or a call to transition into new forms of questions, outlooks, and modes of thought

So Now What?: Reflections on Visual Analysis

A picture may be worth 1,000 words, but which words to use to interpret visual images? This paper reflects on struggles and possibilities of visual analysis especially focusing on the complexities of representation. While providing examples from a project on challenges faced by female outrigger canoe paddlers aged 50 and older, the authors will discuss issues of authenticity, representational value, symbolic meanings, and other complexities of representation

‘Would you prefer not to?’ Resetting/resistance across literature, culture, and organizations

In this paper we put the concepts of reset, aprosdoketon and minor gesture to work in the context of organizational narratives. In particular we engage with two iconic characters of the genre of organizational fiction, Don Draper in the context of Mad Men TV series and the copyist, who is the main character of Bartleby, the Scrivener by Herman Melville. Through a series of textual and performative writings we explore the possibility of setting and resetting organizational narratives/genre. Moreover, we explore what happens when fictional characters from a TV series and a novel (Bartleby and Don Draper) meet us–three scholars working in an array of different fields (literary, methodology, education and organization studies) and how this meeting and interaction shapes our understandings of work, culture, and organizations

Technologies and Data Collection

Private blogs, cell phones, video games, and other new media technologies can be a great medium to increase participants’ engagement in research! Learn about why and when you could use various technologies, how to create them, how to use virtual technologies to change policy, what are some possibilities for interesting and systematic analysis of virtual data, and some problems researchers might face in attempting to use new media technologies

Improvising bags choreographies: Disturbing normative ways of doing research

Post-qualitative research-creation improvisations offer new possibilities to explore method/ology. In this article we question how bags, as seemingly mundane objects, work as ontologically lively matter – as active agencies – to choreograph human-nonhuman relations and heterogeneous materialities. Working from three questions – How might a bag become? What do bags do? What do bags enable and enact? – we discuss four research-creation improvisations and the insights they generated. The article maps how bags choreographies put affects, bodies and materialities into co-motional relations in order to disturb normative approaches to research both within conference sessions and through writing articles

Willingness to Use ADHD Treatments: A Mixed Methods Study of Perceptions by Adolescents, Parents, Health Professionals and Teachers

Little is known about factors that influence willingness to engage in treatment for attention deficit/hyperactivity disorder (ADHD). From 2007 to 2008, in the context of a longitudinal study assessing ADHD detection and service use in the United States, we simultaneously elicited ADHD treatment perceptions from four stakeholder groups: adolescents, parents, health care professionals and teachers. We assessed their willingness to use ADHD interventions and views of potential undesirable effects of two pharmacological (short- and long-acting ADHD medications) and three psychosocial (ADHD education, behavior therapy, and counseling) treatments. In multiple regression analysis, willingness was found to be significantly related to respondent type (lower for adolescents than adults), feeling knowledgeable, and considering treatments acceptable and helpful, but not significantly associated with stigma/embarrassment, respondent race, gender and socioeconomic status. Because conceptual models of undesirable effects are underdeveloped, we used grounded theory method to analyze open-ended survey responses to the question: What other undesirable effects are you concerned about? We identified general negative treatment perceptions (dislike, burden, perceived ineffectiveness) and specific undesirable effect expectations (physiological and psychological side effects, stigma and future dependence on drugs or therapies) for pharmacological and psychosocial treatments. In summary, findings indicate significant discrepancies between teens\u27 and adults\u27 willingness to use common ADHD interventions, with low teen willingness for any treatments. Results highlight the need to develop better treatment engagement practices for adolescents with ADHD. (C) 2011 Elsevier Ltd. All rights reserved