Feb
4
2010

Conference on language and gender in African contexts

SECOND CALL FOR PAPERS

DATE: 13 – 15 APRIL, 2010

VENUE: CONFERENCE CENTRE, OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE, OSUN
STATE, NIGERIA

We are pleased to invite you to attend the International Conference on
Language and Gender in African Contexts scheduled to take place at
Obafemi Awolowo University, Ile-Ife, Nigeria, from 13-15 April, 2010.
Similar events on this general theme have taken place at the University
of Leeds, U.K., City University, London, U.K., University of Botswana,
Botswana, and the University of Dschang, Dschang, Cameroon. The Obafemi
Awolowo University conference is planned to be the final in the series.

The main purpose of the conference is to provide an opportunity for
those researching and teaching in the area of language and gender,
directly or indirectly, to share their ideas and experiences, and to
build up a focus on Africa in the field of language and gender study. We
hope to enhance participants’ understanding of language and gender
issues in general in terms of language and language use in Africa. We
also plan to collect some data for a research project that may be of
interest to us all. Lastly, we hope to stimulate interdisciplinary work
among linguists and other colleagues in the social sciences.

The deadline for the submission of abstracts for papers (which has been
extended by one week) is 19th February, 2009, and these are to be sent
to both of the following email addresses:
<yyusuf@oauife.edu.ng>, <magbaje@oauife.edu.ng>.

The registration fee has yet to be fixed but is expected to be
affordable for African scholars working in Africa.

The organisers of the conference are:

Professor Yisa K. Yusuf,
Department of English,
Obafemi Awolowo University,
Ile-Ife, Nigeria.

Tel: +234 803 402 8057

Email: yyusuf@oauife.edu.ng

Dr Jane Sunderland,
Department of Linguistics
and English Language,
Lancaster University,
Lancaster LA1 4YT,
United Kingdom.

Email: j.sunderland@lancaster.ac.uk

Feb
2
2010

Professional transcription services

The Qualitative Data Analysis Program (QDAP) at the University of
Massachusetts Amherst offers professional transcription from a variety of
audio file formats. Please contact us today for more information:
qdap@polsci.umass.edu.

Audio transcription services are billed at $22 per hour. It is typical to
estimate 5 hours of transcription per 1 hour of audio, depending on audio
quality. In addition to an efficient and professional transcript, each
project receives personalized attention from a transcription manager who
oversees your project and acts as your point of contact. Please visit our
website for more information: www.umass.edu/qdap.

All QDAP staff and students have human subjects certification on file with
the university.

Dr. Stuart W. Shulman
Assistant Professor
Department of Political Science
University of Massachusetts Amherst
200 Hicks Way
Amherst, MA 01003

Jan
22
2010

Spring Seminars: Manchester Ethnography Group

The Manchester Ethnography Group announced the following schedule for their spring seminars:

Firstly, we want to re-iterate our call that we are always looking for speakers who have interesting materials / ideas that they
would like to discuss in one of the Manchester Ethnography Group Seminars.  If you would like to do so / have a suggestion of
someone who you think we should invite, please contact either Jac (j.eke@mmu.ac.uk) or Christian
(christian.greiffenhagen@manchester.ac.uk).

Secondly, we want to let you know about the following seminars scheduled for this Spring:

March 4 (Thursday), 2010, 4:00-6:00
Watching football together
Stuart Reeves (University of Glasgow)

March 17 (Wednesday), 2010, 4:00-6:00
Competence, cooperation and competition in co-located computer gaming
Björn Sjöblom (Linköping University, Sweden)

April 15 (Thursday), 2010, 4:00-6:00
Sentencing in the children’s court: an ethnographic perspective
Max Travers (University of Tasmania, Australia)

See: http://www.socialsciences.manchester.ac.uk/disciplines/sociology/about/events/ethnography/

Jan
11
2010

Mention in Weekly Qualitative Report

I am so pleased to write that this blog was listed in the January 4th edition of The Weekly Qualitative Report under Qualitative Research Resource of the Week!

Link directly to: http://www.nova.edu/ssss/QR/WQR/wqr3_1.html

Jan
9
2010

IPhone App for Ethnographic Research

The December issue of the Weekly Qualitative Report included a link to a fascinating site containing information and a YouTube Video describing an I-Phone/Touch app for ethnographic work. I am posting prior to downloading of the app. My initial impression is that the developer has framed the application for “consumer” ethnographic work. The video presentation is impressive. I’m interested in exploring this tool for teaching and mentoring graduate students.

The direct link is: http://www.insights-qualitativos.com/2009/12/iphone-app-for-ethnographic-research.html

Please share / comment here if you have recommendations or experience with this app.

The actual application is called Everyday Lives and sells for $11.99.

Dec
21
2009

Linguistics and Education

Linguistics and Education is an international peer reviewed journal publishing work in the areas of:

text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.

Dec
21
2009

Discourse Processes

Discourse processes is a peer-reviewed journal publishing work in the discourse area from the perspective of sociolinguistics, psycholinguistics, discourse psychology, text linguistics, ethnomethodology and sociology of language, education, philosophy of language, computer science, and related subareas are invited to contribute.

Dec
20
2009

Summer Inst in Qual Research

SUMMER INSTITUTE IN QUALITATIVE RESEARCH PUTTING THEORY TO WORK
Monday 19 – Friday 23 July 2010
Education and Social Research Institute, Manchester Metropolitan University, UK

The MMU Summer Institute in Qualitative Research will provide the opportunity to learn about current trends in theory and methodology, in
dialogue with leading theorists.

  • What are the current trends and future directions?
  • How does theory engage with policy and practice?
  • How can I put theory to work in my own research?
  • How does theory influence methods, ethics, identity?

Summer Institute Director: Maggie MacLure, MMU

PLENARY KEYNOTE SPEAKERS
Patti Lather, Ohio State University. ‘The State of Qualitative Inquiry: Methodology 2.1′
Stephen Ball, Institute of Education, London. ‘Challenges of Policy Analysis in Hard Times’
Neil Mercer, University of Cambridge. ‘Sociocultural Theory’
Nick Lee, Warwick University. ‘Researching Childhood, Growth and Change:
Bio-politics, Affect and Attractors’
Maggie MacLure, MMU. ‘Provocation: The Productive Offence of Theory’
Bridget Somekh, MMU. ‘Action Research’
Erica Burman, MMU. ‘Feminisms and Childhoods’
Lorna Roberts, MMU. ‘Critical Race Theory’
Ian Parker, MMU. ‘Psychoanalytic Theory’
Rachel Holmes, Liz Jones, Maggie MacLure, Christina MacRae, MMU.
‘Encounters with Art Theory’

PUTTING THEORY TO WORK
Mini-sessions on: Butler – Derrida – Irigaray – Lacan – Foucault -Bourdieu – Deleuze (and others)

The Summer Institute will be of interest to qualitative researchers who are looking for serious and stimulating engagements with theory. It will be of particular interest to doctoral students and beginning researchers in education, social sciences, and the health and caring professions.

THE EDUCATION AND SOCIAL RESEARCH INSTITUTE AT MMU is a leading centre for applied social and educational research, with a world-class reputation for the development of theory and methodology. It is one of the top ten UK education research establishments, according to the latest Research Assessment Exercise. Find out more about ESRI online at www.esri.mmu.ac.uk

Standard delegate fee: £195 (including all lunches, teas & coffees, plus wine reception).
For further details, contact the Summer Institute Administration:
SIQR@mmu.ac.uk

Dec
19
2009

Center for Digital Storytelling

The Center for Digital Storytelling offers an amazing experience to all! I provide the direct link on my Qualitative Research Blackboard course sites and love to hear my students reactions when they happen upon the link. Listen Deeply, tell Stories!

Blurb from the site’s homepage (http://www.storycenter.org/)

Every community has a memory of itself.
Neither an archive nor an authoritative record …
but a living history, an awareness of a collective identity woven of a thousand stories.

The Center for Digital Storytelling is an international not-for-profit community arts organization rooted in the craft of personal storytelling. We assist youth and adults around the world in using media tools to share, record, and value stories from their lives, in ways that promote artistic expression, health and well being, and justice.

While the term “digital storytelling” has been used to describe a wide variety of new media practices, what best describes our approach is its emphasis on first-person narrative, meaningful workshop processes, and participatory production methods.

Dec
18
2009

Qualitative Research for Human Sciences

The Qualitative Research for Human Sciences is another valuable discussion list. The list is hosted by the University of Georgia. The following link provides instructions for joining along with archives of list posts and discussions since September 1991.

http://listserv.uga.edu/archives/qualrs-l.html

Dec
18
2009

Public Comment Analysis Toolkit (PCAT)

I received the following notice today from the Qualitative Research for the Human Sciences Discussion List. I’m not familiar with this analysis tool and would appreciate receiving feedback from others. Their website requires registration but is free to users as a beta version: http://pcat.qdap.net/

The Public Comment Analysis Toolkit (PCAT) is Web-based, university-hosted
software engineered for the specific task of reviewing public comments
submitted via the Federal Docket Management System. PCAT is actually version
2.0 of the Coding Analysis Toolkit (CAT), therefore it is also useful for
sorting all kinds of CAT-style ‘text’ datasets.

If you have lots of digitized text, you can form a team of peers, create a
project, upload data, discover important themes and issues, and organize
your analysis with PCAT. This system is the end product of ten years of
NSF-funded public comment classification work by Dr. Stuart W. Shulman, who
has published numerous peer-reviewed papers on the subject.

Dec
17
2009

Manchester Ethnography Group

I recently joined the Manchester Ethnography Group Seminar mailing list for discussions hosted by Manchester Metropolitan UniversityDepartment of Sociology faculty.

Dec
17
2009

Ethnographic Studies

Ethnographic Studies is a refereed journal focusing on work in ethnography and ethnomethodology. The website notes that the journal also provides a forum for sympathetic research in other human sciences, such as psychology and history. Its aim is to promote qualitative inquiry. The policy of the journal is to publish empirical studies but also theoretical and philosophical work which relates to current issues and debates in human sciences.


http://www.socialsciences.manchester.ac.uk/disciplines/sociology/about/events/ethnography/

Dec
17
2009

Journal of Ethnographic and Qualitative Research

The Journal of Ethnographic and Qualitative Research is a peer reviewed publication. The homepage for the journal and the annual conference is located at: http://www.cedarville.edu/academics/education/eqrc/journal/journal.htm

Dec
17
2009

Ethno and CA News

An extensive site (http://www2.fmg.uva.nl/emca/) dedicated to ethnomethodology and conversation analysis is maintained by Paul ten Have, retired Associate Professor in the Department of Sociology and Antropology, Faculty of Social  and Behavioural Sciences, University of Amsterdam. The site includes calls for papers, upcoming conferences, and researcher resources.

Dec
17
2009

Educational Action Research Network

Any educator in any country may use the Action Research Network tool for sharing research and viewing the research of others. Register at: http://actionresearch.altec.org/

Dec
17
2009

Presentation Zen

There are so many publications and websites about what counts as the worst Powerpoint / Keynote presentations. However, few sources provide real support in how to develop high quality slides and how to deliver your message(s) in an engaging way.

I highly recommend Garr Reynolds book and blog site entitled Presentation Zen. He is a renowned expert on presentation design and delivery.

Dec
12
2009

Conference in Ecuador

A conference announcement was posted today from Lucia Astidillo, University of Cuenca, Cuenca, Ecuador:

SIXTH INTERNATIONAL CONFERENCE ON ENVIRONMENTAL, CULTURAL, ECONOMIC AND SOCIAL SUSTAINABILITY
University of Cuenca, Cuenca, Ecuador
5-7 January 2010
http://www.SustainabilityConference.com

Ecuador, 5-7 January 2010 and New Zealand, 5-7 January 2011- Call for Papers

Dec
6
2009

The Qualitative Report (TQR)

I’ve posted previously about the Qualitative Report co-edited by Ronald J. Chenail, Ph.D., Nova Southeastern University:

The December 2009 issue of The Qualitative Report (TQR) is now ready! Volume 14 Number 4 is viewable online and available for your reading pleasure at http://www.nova.edu/ssss/QR/QR14-4/index.html. TQR 14-4 marks our last 10 article issue because starting with March 2010 we will be publishing 12 articles per quarter.

Nov
1
2009

31st Annual Ethnography in Education Research Forum

An important conference sponsored by the Center for Urban Ethnography, is the annual Ethnography in Education Research forum. The theme for the upcoming conference is: Creativity, Crisis and Qualitative Research: Re-imagining Education in a Changing World

February 26 – 27, 2010

http://www.gse.upenn.edu/cue/forum

Nov
1
2009

AERA Qual SIG

In the most recent newsletter of the American Education Research Association Qualitative Research SIG group includes a thought provoking virtual interview by Dr. Valerie Janesick with Dr. Judith Green, a Professor and Director of the Center for Literacy & Inquiry in Networking Communities, Gevirtz Graduate School of Education, University of California, Santa Barbara.

Prologue from Judith: I was excited when Valerie asked me to respond to the three questions for this column.  Valerie and I have a long history and share overlapping roots and routes.  So reconnecting through this request provided a unique opportunity to explore the roots and routes that qualitative research has taken from invisibility in AERA to a prominent role in different Divisions, SIG’s and Professional Development Sessions.  I hope that my responses to the three questions posed will provide a historian’s view that is often not visible in general books on qualitative research.  I also hope that in sharing the roots and routes of the research communities in which I live and worked, readers will see new possibilities for actions that they might take in building an intellectual ecology that addresses questions of interest to them and others.

In follow-up to the article, Dr. Green is leading an engaging discussion via our SIG listserv. I urge you to download the newsletter and learn more about the discussion.
http://www.aera.net/Default.aspx?menu_id=208&id=772
Oct
7
2009

Why Twitter matters for qualitative researchers

I love Kumeugirl’s blog post on why Twitter matters for qualitative researchers. Her marketing based qualitative approach is a valuable resource.

Oct
7
2009

Writing Fieldnotes

In chapter 4 of Emerson, Robert M., Fretz, Rachel I., & Shaw, Linda L. (1995). Writing ethnographic fieldnotes. Chicago: The University of Chicago Press, entitled writing up fieldnotes II: creating scenes on a page, we are reminded:

To view writing fieldnotes simply as a  matter of putting on paper what a field researcher has heard and seen suggest that it is a transparent process; in this view field researchers “mirror” observed reality in their notes. They describe without elaborate rhetoric, intricate metaphors, or complex, suspenseful narration. Writing detailed description, this view suggests, requires only a sharp memory and conscientious effort. (p. 66)

A contrasting view insists that all writing, even seemingly straightforward descriptive writing, is a construction. (p. 66)

Ethnographers construct their fieldnote descriptions from selectively recalled and accented moments. Whether it be an incident, event, routine, interaction, or visual image, ethnographers reconstruct each moment from selected details which they remember or had jotten down: words, gestures, body movements, sounds, background setting, etc. (66-67)


Oct
5
2009

What are practices of sharing resources?

Recently, I grapple with models of sharing resources. A university culture is unique in its particular practices for sharing.

Questions that keep surfacing in my mind include:

  • What would count as a social best in the practices of sharing?
  • How would it be defined?
  • By whom?
  • What conditions would sustain the model constructed?

It seems easier to define what does not constitute as sharing of resources.

I return to the original mission of constructing a Center that serves as a sort of multidisciplinary hub for supporting teaching and research.

A helpful quote from James Clifford and George E. Marcus’ edited book entitled: Writing culture: The poetics and politics of ethnography.

Interdisciplinary work, so much discussed these days, is not about confronting already constituted disciplines (none of which, in fact, is willing to let itself go). To do something interdisciplinary it’s not enough to choose a “subject” (a theme” gather around two or three sciences. Interdisciplinarity consists of creating a new object that belongs to no one.

Author: Roland Barthese, Jeunes Chercheurs

Oct
5
2009

The lived experience of the ethnographer

Try writing an ethnography of something very close to you. A story from the beginning of your life that takes you to the present moment. A family, silence and secrets, a few spoken words, a death, memory and love. An intimate culture to be certain. This will take you beyond questions of participant-observation, unstructured data, case size, and interpretation. It will encompass your emotional and spiritual life, your very being. This is ethnography as the lived experience of the ethnographer.

Author / Source:

Richard Quinney / Once my father traveled to California. In Ellis, Carolyn, & Bochner, Arthur P. (Eds.). (1996). Composing ethnography: Alternative forms of qualitative writing. Walnut Creek: Altamira Press.

Oct
2
2009

Entering conversations / the road to now

When I teach qualitative research classes my students wonder why I include “older” texts in our list of readings. They have been socialized to believe that current conversations in research are the most relevant. When it comes to understanding research methods it is important to go back further – we can always find our way to the present. When students only read current work they may miss the underlying conversations – the back and forth interchanges between researchers and theorists as they work to understand the complexities and divisions in assumptions, what counts as data, analysis techniques, etc. For example, the evolution of theorists understanding and engagement in leading conversations is revealed through the publication titles Ninth Emeritus Lecture Honoring John J. Gumperz: Bibliography of Published Works.

John Van Maanen’s Tales of the Field: On Writing Ethnography was published in 1988. Van Maanen entered a conversation about how one culture is portrayed in terms of another in ethnography. His contributions to the conversations of representing the social reality of others through writing continues to help demystify the “authorial voice” for novice and experienced researchers. In order to understand the current discussions on writing in the literature on qualitative research methods (used broadly here) it is important to understand how we came to now.

Oct
2
2009

“Brown Bagging It” for Qualitative Research Sessions

Last fall semester we began offering informational presentations to assist faculty and graduate students with “hands-on” experiences in using software. My graduate assistants and I work together in identifying the topics and content. They have taken on the major part of the presentations and now excel at developing and delivering hands-on activities and eye-catching slides. A key to their success is in working together to observe participants as they navigate the software and discuss data. Many novice researchers come with an expectation of wanting something quick and easy, sometimes hoping to supplant the services of the Center for study and/or coursework foundations in qualitative research. My GAs have had to develop an expanded repertoire of strategies to help all users – novice or experienced.

Oct
2
2009

Voice Recognition Software

Visitors to our Center for Qualitative Inquiry often ask about voice recognition software. We currently provide users with access to MacSpeech and Dragon Speaking Naturally software. Voice recognition software has improved dramatically over the past few years. While you still need to train the software to recognize your voice by reading passages, this now only takes minutes rather than hours. The software is much more accurate and requires less time to learn the commands for inserting page formatting such as punctuation, paragraph breaks, etc.

A key interest from our users is in locating technology that will streamline the process of transcribing interview data. Unfortunately, the software is not yet able to translate multiple speakers from a single audio recording. A simple solution is to listen to your interview data with headphones and speak what you hear using the software to translate voice to text. Both software packages interface well with popular word-processing software. We also recommend this process for ease in typing handwritten audio field notes, methodological notes to yourself when you are in and out of the field, or when you engage participants in audio recording responses to prompts and questions.

I’m an Apple user and can’t speak to the merits of Vista’s built-in voice recognition features, but one of my research assistants has tested and recommends the product. I look forward to learning about whether Windows 7 includes the same feature.

Oct
2
2009

QSR launches NVivo 8 video

QSR International has ramped up user support for NVivo version 8 by adding video clips in addition to the screen shot web based tutorials.

Jul
14
2009

LINGUIST list

I subscribe to an interesting list from the LINGUIST list . The site offers “a peer-reviewed database of language and language-family information, and recommendations of best practice for digitizing endangered languages data”.

A recent thread on the e-mail list has centered on requests for resources on understanding and doing CDA (Critical Discourse Analysis). Of course, Fairclough’s work was recommended (e.g., Discourse and social change, 2003) along with Teun A. van Dijk. Van Dijk’s site offers many useful resources. I am especially intrigued with his sharing approach and his development of a tool called “Teach Yourself CDS” (critical discourse studies).

Jul
6
2009

Digital Story Telling

An important component of teaching about qualitative research is to provide students with a variety of experiences in various genres and approaches to qualitative inquiry. Digital story telling is a wonderful way of approaching this instructional goal. Two wonderful resources to check out if you are interested in digital story telling. The first is the Center for Digital Story.

The second is Digitales.

Jul
6
2009

Qualitative Inquiry Journal

Another important journal that focuses on qualitative research is the Qualitative Inquiry Journal published by Sage. http://qix.sagepub.com/

Jul
6
2009

International Review

The INTERNATIONAL REVIEW OF QUALITATIVE RESEARCH is a peer reviewed journal that encourages the use of critical, experimental and traditional forms of qualitative inquiry in the interests of social justice.

Jul
6
2009

Upcoming international conference

The International workshop on Computer-Aided Qualitative Research Asia 2010 will be held in the city of Kuala Lumpur in Malaysia on the 3 & 4 February 2010. http://www.merlien.org/upcoming-events/caqr2010-kl.html

Key objectives of the workshop:

  • Developing a deeper understanding on the implications of software choice on research
  • Promoting best practices for using software tools in qualitative research
  • Providing networking opportunities for participants to form peer research networks
Jul
6
2009

Looking outside the U.S.A.

An important component in providing support to researchers at Texas Woman’s University’s Center for Qualitative Inquiry is to share resources. We try to support novice qualitative researchers by directing their gaze toward resources available within and outside the USA. For example, in a recent Weekly Qualitative Report, The Centre for Narrative Research, at the University of West London, U.K. is featured.

Jul
2
2009

Exploring qualitative designs & resources

An incredible resource for new and experienced qualitative researchers is available at a site called The Qualitative Report located at

http://www.nova.edu/ssss/QR/web.html

The site provides an expansive database of definitions and hyperlinks to high quality websites detailing a vast number of qualitative research approaches.

Jun
30
2009

My “telling case” continued

I began by writing a proposal that laid out current needs. Setting up a needs statement requires identifying the gaps in services and support. That was not difficult. At the time, the only research software provided to faculty and students was for SPSS for statistical analysis. Like most universities, faculty made individual decisions and purchases of qualitative research software out of personal funds or grants. Qualitative researchers worked in relative isolation.

I had to learn about funding and get help from others who understood how to locate short term and long term funding sources. I wrote a proposal, presented it to my chair and dean before moving forward to the provost’s office. Our previous provost listened quietly and followed up with phone calls conveying “let’s make this happen.”

We started off with PCs and Mac platforms to ensure ease in audio and video editing for data analysis, one digital video camera, one digital audio recorder, and a variety of qualitative software options such as NVivo, Nudist, Qualrus, Methodologist Toolchest, Transana, Diction, and HyperRearch. We also have voice recognition software for PC and Mac Platforms, and adobe acrobat professional for more editing pdf documents.

Jun
15
2009

Landing on goals for a unique center

The Center for Qualitative Inquiry (CQI) opened its doors four years ago. In the “about” page I lay out particulars about the purpose of the center. In brief, the purpose for developing the Center was two fold. First, to provide high-end hardware, software, and user support to graduate students and faculty. This meant coming up with short term funding to get us started, and long term funding to sustain the Center.

The second goal was simply to bring qualitative researchers together. What we would do together is in large part always changing. If my vision is realized, the later goal will always be “under-construction” as the culture of the university changes. More importantly, “my” vision will become little more than background.

I’ll begin first by sharing the stories about how we set out to achieve the first goal.

Achieving the first goal required some interesting discussions and creativity in funding. We have many “specialty labs” located across campus that are funded by soft money or supported solely for the specific needs of a particular discipline. I wanted to create a different kind of concept for the Center if we were going to achieve our second goal of opening up dialog.

Concurrent to writing the proposal for the Center, I had developed a doctoral level qualitative research course series: Introduction to Qualitative Research and Advanced Qualitative Research Design and Analysis. I developed these courses out of a related need. All doctoral students are required to take some kind of qualitative research class as part of their program and programs offer courses specific to their discipline.

When I taught research classes offered in Reading and supervised dissertations, I noticed that when students began to develop their proposals they had a gap in their understanding of larger discussions relating to the field of qualitative research and methodologies. I felt that this was because they had spent so much time looking closely at qualitative research in the field of literacy but had not been able to spend more time getting grounded in more theoretical foundations in the field of qualitative research. After all, qualitative research is a huge field of study.

When I began to offer the research series and welcomed students from all disciplines, I began to be asked to serve on doctoral committees to mentor students in their research designs and analysis. I saw similar patterns in student’s background and understanding. Moreover, I noticed that students were shying away from using current technologies to gather, manage, and analyze their data because of the expense.

I was aware that most universities responded to graduate student’s financials need by offering competitive internal grants to help with the cost of conducting their research. This is a great idea except that the support can only respond to the needs of a few. Money to buy technology is only part of the solution. User support is absolutely critical!

May
31
2009

Welcome!

Welcome to my blog about qualitative inquiry. I’ll write about my work as faculty coordinator of the Center for Qualitative Inquiry at Texas Woman’s University. An overreaching goal is to open up dialogue. I look forward to your comments.

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