by AERA Qualitative Research SIG
<p>A podcast from the Qualitative Research Special Interest Group of the American Educational Research Association. <a href="https://www.tandfonline.com/toc/tqse20/current">Sponsored by International Journal of Qualitative Studies in Education (QSE)</a>.</p>
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Publishing Since
12/11/2017
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April 25, 2024
<p><strong><br>SPEAKERS</strong></p><p>April Jones, Venus Watson, Boden Robertson, Ryn Bornhoft<br><br></p><p> </p><p><strong>Boden Robertson </strong>00:00</p><p>Hello everyone and welcome to qualitative conversations the podcast series hosted by the qualitative research special interest group of the American Educational Research Association. My name is Boden Robertson and I'm a PhD candidate in educational research at the University of Alabama specializing in qualitative methodologies and will serve as the moderator for our episode. Our focus today will be the recent conference on culturally sustaining pedagogy to critique and reimagine teaching qualitative research that was hosted by the College of Education Department of Educational Studies, psychology research methodology, and counseling and funded through the Spencer Foundation. Drs. Stephanie Shelton and Kelly Guyotte at the University of Alabama received a grant for the conference. Put tons of planning and coordination into it and along with invaluable support of April Jones and Carlson Coogler, who are both graduate students here at the University of Alabama. The conference brought an array of scholars to examine culturally sustaining approaches teaching and conducting qualitative research. Our episodes guests today are graduate students in the educational research PhD program at the University of Alabama who are also specializing in qualitative methodologies, and who attended the conference and will and will focus on their experiences from the conference and their process of understanding culturally sustaining pedagogies and their impact. We're very happy to be participating in this today. And we'll start with introductions from our guests, April Jones, Venus Watkins, and Ryn Bornhoft, if you'd please introduce yourselves.</p><p> </p><p><strong>April Jones </strong>01:30</p><p>Hi, everybody. I'm so glad to be here. My name is April Jones. I am a doctoral candidate in the program at the University of Alabama that Boden has just mentioned. My research interests centers, areas of child welfare and juvenile justice specifically surrounding issues of social work and social justice, social justice, along with the marginalized communities that engage with and intersect with those particular systems.</p><p> </p><p><strong>Venus Watson </strong>02:01</p><p>Hi, my name is Venus Watson and I am a PhD candidate at the University of Alabama with a focus on qualitative methodologies. And my research interests include black girlhood, black womanhood, and identity. I'm super excited to be here with you guys today.</p><p> </p><p><strong>Ryn Bornhoft </strong>02:22</p><p>Hello, my name is Renbourn haft I am excited to be here. This is my first time ever recording a podcast. So I am focusing on issues surrounding disability and educational access in informal education settings, such as museums sort of covering both K through 12 and adult to a certain extent since museums have mixed audiences. So I'm looking forward to all our discussions. And I'm a PhD student.</p><p> </p><p><strong>Boden Robertson </strong>03:01</p><p>That's also that's also important, right. Well, thank you. Thank you guys. All for. Thank you all for joining us. So we'll start with, we'll start with the first question, which is, I guess kind of obvious. So in, in your opinion, what does culturally sustaining pedagogy mean?</p><p> </p><p><strong>Venus Watson </strong>03:21</p><p>So in my opinion, culturally sustaining pedagogies, their teaching methods that do more than just accept or include a student's cultural backgrounds in the classroom. So they aim to support and keep those cultural practices and identities alive and growing. This approach understands that students come from diverse cultural backgrounds, and that these differences are valuable. And</p><p> </p>
March 18, 2024
<p>Hello everyone and welcome to qualitative conversations, a podcast series hosted by the qualitative research special interest group of the American Educational Research Association. I am Jori Hall, a professor in the Department of Educational Psychology at the University of Illinois at Chicago. I also serve as the chair of the Egon Guba Award for Outstanding Contributions to Qualitative Research for the Qualitative Research Special Interest Group. I am beyond excited today to be joined by Dr. Giovanni Dazzo who was the recipient of the 2023 QRSIG Outstanding Dissertation Award for his dissertation titled <em>Restorative validity: Exploring how critical participatory inquiry can promote peace, justice and healing</em>. Giovanni is an interdisciplinary researcher, and evaluator and assistant professor at the University of Georgia. His work is focused on critical theoretical approaches to research and evaluation methodologies. In particular, he is interested in exploring the intersections of validity and ethics within critical participatory forms of inquiry, and the ways in which research and social policies can better be informed by communities. His work has been featured in a multitude of peer reviewed journals, such as the <em>International Journal of Qualitative Methods</em>, <em>Educational Action Research</em>, <em>Cultural Studies ⇔ Critical Methodologies</em>, and <em>Conflict Resolution Quarterly</em>. Giovanni is also the co-author of the recently published textbook by Sage called Critical Participatory Inquiry: An Interdisciplinary Guide. Giovanni, it is a pleasure to have you with us today.</p><p>Thank you, Jori. It's a pleasure to be here. You make me sound so good.</p><p>Well, it's easy based on all the fabulous things you've done. Are you ready to get started? Giovanni?</p><p>Yeah, let's get started.</p><p>Great. So I was thinking that our audience would greatly appreciate learning more about your dissertation work. Can you just talk a little bit about your dissertation, maybe about its scope?</p><p>Yeah, so the dissertation really focused on a long term critical participatory action research project in Guatemala. And I partnered with an organization that conducts forensic anthropology. It's the forensic anthropology foundation of Guatemala. So essentially, in their day to day, they investigate possible made mass grave sites that resulted from the country's 36 year armed conflict, which happened from 1960 to 1996. And then they work closely with communities who witnessed and experienced those atrocities to document the stories of those who are forcibly disappeared by the government. And they then extract DNA from living family members exhumed human remains from mass grave sites, and then attempt to match the DNA so they can identify those who were disappeared. So I worked alongside the forensic anthropology foundation of Guatemala or FAFG. And Kaqchikel speaking my community to see how we could all together as a research collective, explore how the research process could be made more restorative.</p><p>And really, if you start to think about it, the work of FAFG is literally extractive to communities. They're pulling DNA from swamps, they're digging into the earth, and they're hoping to produce a match. Unfortunately, the success rate at the moment is just 14%. Because these human remains have been in the ground anywhere between 28 to 64 years.</p><p>And those who witnessed the atrocities happen.</p><p>They continue to pass away as time goes by. So we really sought to form the basis for this conceptual methodological framework called restorative validity. Truthfully, I stopped calling it a framework, because journal reviewers kept asking, is it a theoretical framework, a conceptual framework, a methodological framework so I started calling it what it is, and it's an agenda. It's a call to action. And we really wanted to explore and understand the factors that aid or impede</p>
October 5, 2023
<p>1</p><p>00:00:03.980 --> 00:00:12.030</p><p>Katrina Struloeff: We really appreciate having all of you here today to discuss alternative research roles. Some traditional and some non traditional spaces that we think about</p><p> </p><p>2</p><p>00:00:12.680 --> 00:00:18.760</p><p>Katrina Struloeff: and we're very grateful to have our 3 panelists Dr. Pharaoh, Dr. Sanchez and Dr. Pianan.</p><p> </p><p>3</p><p>00:00:18.820 --> 00:00:30.150</p><p>Katrina Struloeff: and just to give you a little bit of background on the qualitative research sig of Ara we are established in 1,983. And we provide a space for discussing Floss.</p><p> </p><p>4</p><p>00:00:30.350 --> 00:00:34.440</p><p>Katrina Struloeff: the ethical, mythological, and philosophical elements of qualitative research.</p><p> </p><p>5</p><p>00:00:34.470 --> 00:00:40.439</p><p>Katrina Struloeff: and we really are looking to ensure the legitimization of nontraditional forms of research</p><p> </p><p>6</p><p>00:00:40.460 --> 00:00:51.169</p><p>Katrina Struloeff: within academia and beyond and we're really excited to provide this resource for grad students, so we can have conversations around different avenues than we traditionally talk about in academia.</p><p> </p><p>7</p><p>00:00:51.420 --> 00:00:59.140</p><p>Katrina Struloeff: so today we're gonna allow each of our panelists to kind of tell us their stories and their pathways. in the nature of qualitative research.</p><p> </p><p>8</p><p>00:00:59.350 --> 00:01:04.070</p><p>Katrina Struloeff: And then from there we'll open it up for a. Q. A. From participants in the audience.</p><p> </p><p>9</p><p>00:01:04.160 --> 00:01:11.770</p><p>Katrina Struloeff: If you have questions that are budding, feel free to put them in the chat as we go, and we will be sure to collect those at the right time.</p><p> </p><p>10</p><p>00:01:11.900 --> 00:01:19.350</p><p>Katrina Struloeff: And with that I want to kick it off because I know where a few minutes already into our space and hand it over to Dr. Fernaro</p><p> </p><p>11</p><p>00:01:19.420 --> 00:01:23.559</p><p>Katrina Struloeff: to discuss her role as a non Academic academic Call</p><p> </p><p>12</p><p>00:01:23.630 --> 00:01:25.910</p><p>Katrina Struloeff: Job at the School District of Philadelphia.</p><p> </p><p>13</p><p>00:01:27.170 --> 00:01:36.449</p><p>Elisabeth G. Fornaro (Lis) (she/her): Thanks, Katrina. Hi, Everyone I'm. I'm Liz Fernaro and I currently work as a research specialist in the office of research and Evaluation.</p><p> </p><p>14</p><p>00:01:36.480 --> 00:01:43.540</p><p>Elisabeth G. Fornaro (Lis) (she/her): I'm: so I'm just gonna give a little bit about my background, and how I ended up in this role.</p><p> </p><p>15</p><p>00:01:43.850 --> 00:01:51.479</p><p>Elisabeth G. Fornaro (Lis) (she/her): And I think as we continue this app this morning. there'll be a space for questions. so just feel free to</p><p> </p><p>16</p><p>00:01:51.570 --> 00:01:55.910</p><p>Elisabeth G. Fornaro (Lis) (she/her): Ask for any clarification or any more information on anything I share.</p><p> </p><p>17</p><p>00:01:56.190 --> 00:02:01.969</p><p>Elisabeth G. Fornaro (Lis) (she/her): so I went to Temple University, which is in Philadelphia, and I studied urban education.</p><p> </p><p>18</p><p>00:02:02.270 --> 00:02:08.999</p><p>Elisabeth G. Fornaro (Lis) (she/her): My dissertation was qualitative. I. It was loosely based on ethnographic methods.</p><p> </p><p><br></p><p><br></p>
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