NAPAR
 

PRE-CONFERENCE WORKSHOPS

Morning workshops (9am - 12:30pm)

Freirean Participatory Action Research


Gustavo Fischman

Gustavo E. Fischman is a Professor in the Mary Lou Fulton Teachers College, Arizona State University. His research background is in comparative education, and critical policy studies. He is the editor of Educational Policy Analysis Archives/Archivos Análiticos de Políticas Educativas and Education Review/Reseñas Educativas, and is the author of four books and numerous articles on higher education, teacher education, and gender issues in education.



Daniel Schugurensky

Daniel Schugurensky is the coordinator of the Graduate Program in Adult Education and Community Development at the Ontario Institute for Studies in Education, University of Toronto, where he is also Co-Director of the Transformative Learning Centre. He has published extensively on adult and popular education, educational policies, higher education, citizenship education and participatory democracy, and political participation of immigrants Among his recent publications are Learning citizenship by practicing democracy: international initiatives and perspectives; Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto; Citizenship and immigrant education, "This is our school of citizenship”: Informal learning in local democracy; Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada, and Citizenship learning for and through participatory democracy

Visual Sociology


Eric Margolis

Eric Margolis is a sociologist and teaches in Hugh Downs School of Human Communication at Arizona State University. His visual ethnography of coal miners was broadcast as Out of the Depth-The Miners’ Story, a segment of the PBS series A Walk Through the 20th Century with Bill Moyers. An article, “Class Pictures: Representations of Race, Gender and Ability in a Century of School Photography,” (Visual Sociology Vol. 14, 1999) was reprinted in Education Policy Analysis Archives and received “Honorable Mention” for Best Article in an Electronic Journal by the Communication of Research Special Interest Group of AERA. He has published widely on historic photographs and produced a number of visual sociology projects including photo exhibits, multimedia, and video programs, and photo essays for sociology texts. He has two recent edited books, The Hidden Curriculum in Higher Education, (Routledge, 2001), which has been translated into Mandarin, and The Blackwell Companion to Social Inequalities, (Blackwell, 2005) edited with Mary Romero.

An Introduction to Ethnodrama and Ethnotheatre


Johnny Saldaña

Johnny Saldaña is a Professor of Theatre in the School of Theatre and Film at Arizona State University where he has taught since 1981. He is the author of Longitudinal Qualitative Research: Analyzing Change Through Time (AltaMira Press, 2003), a research methods book and recipient of the 2004 Outstanding Book Award from the National Communication Association’s Ethnography Division; Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005); and The Coding Manual for Qualitative Researchers (Sage Publications, 2009), a handbook on qualitative data analysis. His forthcoming textbook, Understanding Qualitative Research: The Fundamentals, will be published by Oxford University Press in 2011.


Afternoon workshops (1:30pm - 5pm)

Creative Nonfiction


H L Goodall

H. L. (Bud) Goodall, Jr. is Professor of Communication and Director of the Hugh Downs School of Human Communication at Arizona State University. He is the author or co-author of 20 books, including A Need to Know: The Clandestine History of a CIA Family, and over 100 articles, chapters, and papers. A pioneer in the field of creative nonfiction, he has authored works on high technology organizations and cultures, rock n roll bands, and alternative religions. His forthcoming edited volume, with Steve Corman and Angela Trethewey, is Weapons of Mass Persuasion: Strategic Communication and the Struggle Against Violent Extremists. More of Bud's writings can be found on his website.

Narrative Research: Getting Published


Jerry Rosiek

Jerry Rosiek is an Associate Professor of Education at the University of Oregon, where he teaches qualitative research methods and the cultural foundations of education. He has a B.S. in Physics and a B.A. in Philosophy from Texas A&M University and a Ph.D. in Education from Stanford University. His articles have appeared in leading journals such as Harvard Educational Review, Educational Researcher, The Journal of Teacher Education, Curriculum Theory, and Educational Theory. His current research focuses on the institutional and discursive structures that enable/disable teachers' practice and the use of narrative representations to document possibilities for resistance, amelioration, and transformation in schools and classrooms.

Critical Approaches to Arts-based Research


Stephanie Springgay

Stephanie Springgay is an Assistant Professor at the Ontario Institute for Studies in Education at the University of Toronto. Her research focuses on curriculum theory, relational art practices, gender and youth studies, embodiment, feminist pedagogy, and justice-oriented education. Publications include: M/othering a Bodied Curriculum: Theories and Practices of Relational Teaching (forthcoming); Curriculum and the Cultural Body (2007); Body Knowledge and Curriculum: Pedagogies of touch in youth and visual culture (2008); and in journals such as Qualitative Inquiry, Studies in Art Education, Journal of Curriculum Theorizing, and the Alberta Journal of Educational Research. She is currently working a large-scale artistic inquiry into walking as a bodily way of knowing, as a political act, and as a form of corporeal public pedagogy.


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WORKSHOPS



The pre-conference workshops serve as opportunities for conference attendees to learn from and converse with leaders in a variety of newly emerging forms of qualitative social research. The workshops consist of a mix of instruction, discussion, and "hands-on" activities. To ensure personal attention, attendees are limited in number, and admitted on a "first-come" basis. Early registration is encouraged.

COSTS

$80 per workshop
Student discount - $65 per workshop