SPEAKERS

Speakers In Plenary Sessions— May 5-6
	Marie Battiste, University of Saskatchewan Dr. Marie Battiste, is a Mi'kmaq educator, Professor in the College of Education, and Coordinator of the Indian and Northern Education Program within the Department of Educational Foundations at the University of Saskatchewan. Her research interests are in initiating institutional change in the decolonization of education, language and social justice policy and power, and postcolonial educational approaches that recognize and affirm the political and cultural diversity of Canada and the ethical protection and advancement of Indigenous knowledge. A technical expert to the United Nations, she has most recently written Protecting Indigenous Knowledge and Heritage: A Global Challenge with J. Youngblood Henderson (Saskatoon: Purich Press, 2000) which received a Saskatchewan Book Award in 2000; edited a recent collection Reclaiming Indigenous Voice and Vision (Vancouver: UBC Press, 2000); and was senior editor with Jean Barman for First Nations Education in Canada: The Circle Unfolds (Vancouver: UBC Press, 1995). She has published widely, presented internationally, and is an active researcher and contributor to many Indigenous community projects.
	Michelle Fine, City University of New York Michelle Fine is a Distinguished Professor of Psychology, Women's Studies and Urban Education at the Graduate Center of the City University of New York. Committed to participatory action research in schools, prisons and communities, my writings focus on theoretical questions of social injustice: how people think about unjust distributions of resources and social practices; when they resist, and how such inequities are legitimated. Interested in the combination of quantitative and qualitative methods, as well as participatory action designs, my writings also focus on questions of epistemology, methodology and social change.Recent publications include: Silenced Voices and Extraordinary Conversations (Weis and Fine, Teachers College Press, 2003); Construction Sites: Excavating Race, Class and Gender with Urban Youth (Fine and Weis, Teachers College Press, 2001).
	Janice M. Morse, University of Alberta Scientific Director of the International Institute for Qualitative Methodology Janice Morse (RN, PhD [Anthropology], PhD [Nursing], DNurs [Hon], FAAN) is Director of the International Institute of Qualitative Methodology, a Professor in the Faculty of Nursing at the University of Alberta, and Adjunct Professor in the School of Nursing at Pennsylvania State University. She is a Canadian Institute for Health Research (CIHR) Senior Scientist and an AHFMR Senior Scholar. She has published more than 200 articles and 13 books on clinical nursing research and research methods. Her more recent books include Qualitative research methods for health professionals (with P. A. Field), Qualitative health research, Qualitative nursing research: A contemporary dialogue, Critical issues in qualitative research, Completing a qualitative project, and The nature of qualitative evidence (with J. M. Swanson and A. Kuzel). She is the editor of Qualitative Health Research, an interdisciplinary journal publishing on qualitative methods and research. She was the 1987 Sigma Theta Tau Episteme Laureate, and in 1999 she received an honorary doctorate from the University of Newcastle, Australia, for her contribution to nursing knowledge. She is presently funded by CIHR to conduct a qualitative study on suffering and enduring. (bio adapted from Sage Publications)
Speakers and Workshop Leaders
	Michael J. Feuer, Georgetown University Director of the Center for Education at the National Research Council/National Academy of Sciences Dr. Michael J. Feuer received his Ph.D. in Public Policy Analysis from the School of Public and Urban Policy at the University of Pennsylvania. He has also done graduate studies in political science and public administration at Hebrew University of Jerusalem. Dr. Feuer is currently the Director of the Center for Education at the National Research Council/National Academy of Sciences. The newly constituted Center incorporates the Board on Testing and Assessment (BOTA) and the Board on International Comparative Studies in Education (BICSE), supplementing ongoing work on K-12 and Postsecondary Science and Mathematics Education, and Teacher Preparation. From 1993 to 1999, Dr. Feuer served as the Director of BOTA. Before his work with BOTA, Dr. Feuer served as Senior Analyst and Project Director of the Office of Technology Assessment of the United States Congress. Dr. Feuer has taught graduate courses at Drexel University in policy analysis, management and technology, economics of education and labor, technology and society.
	Elizabeth Adams St. Pierre, University of Georgia Elizabeth Adams St. Pierre works in the Department of Language Education, College of Education, University of Georgia. Her research interests bring critical, feminist, and poststructural theories to bear on a range of overlapping interests: the construction of subjectivity; qualitative research methodology; the reading/writing/language theories of secondary English education; the reading practices of adult expert readers; and literacy practices in alternative sites, especially adult women's book clubs. Her publications include "Writing: A Method of Inquiry" (a chapter in the forthcoming 3rd edition of the Handbook of Qualitative Research), "Deleuzian concepts for education" (in press), and "Refusing alternatives: A science of contestation" (2004).
	Patricia Lather, Ohio State University Patti Lather is associate professor of education and associated women’s studies in the School of Educational Policy and Leadership, Ohio State University. She has written extensively on the research methodology, specifically exploring "the implications of the intersections of varying critical, feminist, and poststructural theories within the context of research and pedagogy". Her self-described goals "lie in the development of a critical social science, a science intended to empower those involved to change as well as to understand the world" ("Critical Frames in Educational Research", p. 87). Recent work includes (2004) "Scientific Research in Education" in the Journal of Curriculum and Supervision, and (2004) "This IS Your Father's Paradigm: Governmental Intrusion and the Case of Qualitative Research in Education" in Qualitative Inquiry.
	Harry Torrance, Manchester Metropolitan University Harry Torrance is Professor of Education and Director of the Education and Social Research Institute (ESRI). His research & supervision Interests are in educational assessment and evaluation, the inter- relation of assessment, teaching and learning, testing and educational standards, the role of assessment in educational reform and policy development, and methodology and the development of applied research. Recent publications include "Globalising empiricism: what, if anything, can be learned from international comparisons of educational achievement" in Lauder H, Brown P, Dillabough J & Halsey A.H. (Eds) 'Education, Globalisation and Social Change' Oxford University Press 2006, and "The Impact of different modes of assessment on achievement and progress in the Learning and Skills Sector" (with H. Colley et. al 2005).
	Frederick Erickson, University of California, Los Angeles Frederick Erickson is Professor, Social Research Methodology Director, University of California, Los Angeles. His research interests are in organization and conduct of face to face interaction, sociolinguistic discourse analysis, ethnographic research methods, study of social interaction as a learning environment, and anthropology of education. Recent publications include: Definition and analysis of data from videotape: Some research procedures and their rationales. Chapter in J. Green, J. Camilli, and P. Elmore (eds.) Handbook of complementary methods in educational research. (3rd ed.) American Educational Research Association.
	Pamela Moss, University of Michigan Pamela Moss is associate Professor of Education, University of Michigan. Her research Interests are in educational research methodology, development and evaluation of contextualized approaches to assessment, including the assessment of writing skills, and use of student portfolios -- collections of student writing and other work gathered over time -- to sustain a learning environment that encourages critical, collaborative, and creative thought and to provide credible evidence of students' learning to various audiences outside the classrooms
	Beth Swadener, Arizona State University Beth Swadener is Professor Curriculum & Instruction, Arizona State University. Recent publications include: Soto, L.D. & Swadener, B.B. (2005). Power and voice in research with children. New York: Peter Lang Publishers. Mutua, K.N. & Swadener, B.B. (2004). Decolonizing research in cross-cultural contexts: Critical personal narratives. Albany, NY: State University of New York Press. Swadener, B.B., Kabiru, M. & Njenga, A. (2000). Does the village still raise the child? A collaborative study of changing child-rearing in Kenya. Albany: State University of New York Press.
	Yvonna Lincoln, Texas A&M University Yvonna Lincoln is currently Professor of Higher Education and Human Resource Development and holds the Ruth Harrington Chair of Educational Leadership and University Distinguished Professor of Higher Education. She also serves as Program Director for the Higher Education Program Area. Lincoln is the co-author of Effective Evaluation, Naturalistic Inquiry, and Fourth Generation Evaluation, the editor of Organizational Theory and Inquiry, the co-editor of the Handbook of Qualitative Research, 2nd Edition (with N.K. Denzin), and co-editor of  the international journal, Qualitative Inquiry (also with N.K. Denzin).  Author of more than 80 chapters, articles, and book reviews, she  has also served as the National Program Chair and Vice President of Division J of the American Educational Research Association, President of the American Evaluation Association, and President of the Association for the Study of Higher Education. She has recieved the Paul Lazarsfeld Award for contributions to Research on Evaluation (1987), the AERA-Division J Research Achievement Award (1990), the Association for Institutional Research's Sidney Suslow Award (1991), and the Association for the Study of Higher Education's Research Achievement Award (1993).
	Clifford Christians, University of Illinois at Urbana-Champaign Clifford Christians is Professor of Media Studies, Journalism and Research at the Institute of Communications, University of Illinois at Urbana-Champaign, where he also served as director 1987-2001. He is coauthor of Responsibility in Mass Communication (3rd. ed., 1980), Good News: Social Ethics and the Press (Oxford, 1993), and Media Ethics: Cases and Moral Reasoning (6th ed., 2001). He is coeditor of Jacques Ellul: Interpretive Essays (1981), Communication Ethics and Universal Values (1997), and Moral Engagement in Public Life: Theorists for Contemporary Ethics (2002). He is editor of The Ellul Forum and former editor of Critical Studies in Mass Communication. He has been a visiting scholar in philosophical ethics at Princeton University, in social ethics at the University of Chicago, and a PEW fellow in ethics at Christ Church Oxford University. On the faculty of the University of Illinois since 1974, he has won five teaching awards. He has lectured or given academic papers in 25 countries, and is listed in Outstanding Scholars of the 21st Century (Ethics), Who's Who in America, and International Who's Who in Education.
	Laurel Richardson, Ohio State University Laurel Richardson is Professor Emeritus of Sociology at The Ohio State University. She is an international leader in qualitative research, gender, and the sociology of knowledge, and has published widely in those areas. Fields of Play: Constructing an Academic Life, was honored with the Cooley Award for the Best Book of 1998. Her recently published Travels With Ernest: Crossing the Literary-Ethnographic Divide (with Ernest Lockridge, published by Rowman and Littlefield) breaks new ground in ethnography and autoethnography. She gives keynotes, seminars, and workshops.
	Adele E. Clarke, UC-San Francisco Professor Clarke spent March, 1998, as Professeur Invite a l'Ecole Normale Superieure in Paris, working with the Ethnography in Medicine Group. In 1995-1996, she was a Residential Research Fellow at the U.C. Systemwide Humanities Research Institute, U.C. Irvine. She participated in two groups, one on "The Future of Transdisciplinary Technoscience Studies," convened by Sharon Traweek and Roddey Reid, and another on "Feminist Epistemologies and Methodologies," convened by Val Hartouni. Since 1993, she has been Co-Convener with Jack Lesch (History, UC Berkeley) of the transdisciplinary Biology Studies Reading Group which meets monthly alternating sites.
	Katherine Ryan, University of Illinois at Urbana-Champaign Katherine Ryan works with Quantitative and Evaluative Research Methodologies in the department of Educational Psychology, University of Illinois at Urbana-Champaign. Her work focuses on educational assessment involving program evaluation and student evaluation. She examines these issues in relationship to gender and ethnicity. Her recent work in program evaluation examines how democratic evaluation approaches might address problems with educational accountability systems.She is on the editorial board of the American Journal of Evaluation, and was Principal Investigator of Individual Differences in Math Test Performance (Campus Research Board, 2003). Recent publications include "Serving the public interests in educational accountability" (in press), and "Guarding the castle and opening the gates" (with L. Hood, 2004).
	Leon Dash, University of Illinois at Urbana-Champaign Leon Dash is a professor of journalism and Afro-American studies at the University of Illinois at Urbana-Champaign. Before joining the Illinois faculty in 1998, Dash spent 34 years at the Washington Post. He won the 1995 Pulitzer Prize for a series on living in poverty. Dash pioneered "immersion journalism" where a reporter lives among the story subjects and gathers the story over a period of years.
	Thomas Schwandt, University of Illinois at Urbana-Champaign Thomas Schwandt is Professor of Educational Psychologyat the University of Illinois at Urbana-Champaign. His interests include exploring the union of moral-political and social scientific discourses, examining the philosophical foundations of interpretive/qualitative inquiry, developing theory of evaluation. Recent publications include: Schwandt, T. A. (2005). A diagnostic reading of scientifically-based research for education. Educational Theory, 55(3), 285-305. Schwandt, T. A. (2005). On modeling our understanding of the practice fields. Pedagogy, Culture, and Society, 13( 3), 313-332.
	Nick Burbules, University of Illinois at Urbana-Champaign Nicholas Constantine Burbules is Professor of Educational Policy Studies at the University of Illinois, Urbana-Champaign. Recent publications include: Dialogue in Teaching: Theory and Practice (Teachers College Press), Teaching and Its Predicaments (Westview) (edited, with David T. Hansen), Watch IT: The Risks and Promises of New Information Technologies for Education (Westview) (with Thomas A. Callister, Jr.), Globalization and Education: Critical Perspectives (Routledge) (edited, with Carlos A. Torres).
	Ian Stronach, Manchester Metropolitan University Ian Stronach is Research Professor at the Institute of Education, Manchester Metropolitan University. His work spans a range of qualitative approaches to educational research - teacher research, action research, illuminative evaluation, deconstruction of the same, research methodology and theory from a post-structuralist/postmodernist point of view. Recent works include editing Educational Research: Difference and diversity (with H Piper - forthcoming), "Towards an uncertain politics of professionalism: teacher and nurse identities in flux" (2002), and "This space is not yet blank: anthropologies for a future action research" (2002).
	Lizanne DeStefano, University of Illinois at Urbana-Champaign Professor Lizanne Destefano is interested in evaluation of large scale, multi-site initiatives, especially those involving special populations such as very young children and their families, students with disabilities, and members of traditionally underrepresented groups. Her research has focused on the use of participatory designs and qualitative and quantitative methods in these large complex projects. She is also interested in technical and policy issues surrounding the inclusion of students with diverse educational needs in assessment based accountability initiatives. She have evaluated or done research on the evaluation of a number of initiatives including: NCLB, Head Start, the National Assessment of Educational Progress, Part H of IDEA, the transition requirements of IDEA, Goals 2000 legislation, and the National Youth Sports Program.
	Steinar Kvale, University of Aarhus Professor Steinar Kvale's interests include field methods journal, journal of phenomenonlogical psychology, qualitative inquiry, scandinavian journal of educational research, qualitative studies in education, theory & psychology, methods. Recent publications include: Kvale, S. (2002) The church, the factory and the market as metaphors for psychology. In: C.v. Hofstein & L.Bäckman (Eds.). Psychology at the turn of the millenium, Vol 2: Social, developmental and clinical perspective (pp.409-436). New York: Taylor & Francis.
	Julianne Cheek, University of South Australia Julianne Cheek is a Professor in the School of Health Sciences and Director of the Early Career Researcher Development program at the University of South Australia, Adelaide, South Australia.   She is Director of a performance funded and university recognised research centre – The Centre for Research into Sustainable Health Care. She has attracted funding for many qualitative research projects, with some 20 projects funded in the past four years including 5 consecutive Australian Research Council grants and National Health and Medical Research Council funding.   Most of this funding has been obtained in the area of care of the older person and issues pertaining to understandings underpinning and shaping such care. She is a reader for the ARC and a panel member of the NH&MRC. In her role as Director of ECR Development at the University of South Australia she has responsibility for facilitating and encouraging the research career development of the post doctoral academic staff members of the university.  Professor Cheek is co-editor of Health - An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine (Sage UK). She is widely published with much of her work exploring the application of postmodern and poststructural approaches to health care including her book Postmodern and Poststructural Approaches to Nursing Research (Sage Publications, 2000 California).
	Dalia Rodriguez, Syracuse University Dalia Rodriguez, assistant professor of Cultural Foundations of Education, is a specialist in the area of sociology of education and qualitative research methods. Currently, her research interests focus on issues of access to education, racial inequality, and multicultural education. Her scholarly work is interdisciplinary, drawing from the areas of sociology, race-based theory, and policy studies.
	James Haywood Rolling, Jr., The Pennsylvania State University James Haywood Rolling, Jr. earned his Ed.D. and Ed.M. in art education at Teachers College, Columbia University, his M.F.A. in studio research at Syracuse University, and his B.F.A. at The Cooper Union School of Art. Most recently, Dr. Rolling was a visual arts teacher for grades K, 2, 3, and 4 at The School at Columbia University, a new elementary school espousing a fully integrated curriculum, while working as an adjunct faculty member at New York University and Teachers College. Dr. Rolling was director of the Hunter College Elementary School Extended-Day Program and was subsequently employed as the director of academic administration in the Department of Curriculum and Teaching at Teachers College from 1999­2003 during the completion of his doctoral work. Dr. Rolling has published articles, essays, and book reviews in peer-reviewed journals such as Qualitative Inquiry, Studies in Art Education, the Journal of Aesthetic Education, and the Journal of Curriculum Studies and serves on the review panel of Art Education, the journal of the National Art Education Association. His research involves interrogations of the certainties and norms of modernity, examining the archaeologies underlying the (re)constitution of individual and social identities as they are ensconced in Western visual culture.
	Jude Robinson, University of Liverpool Jude Robinson, Research Fellow, joined HaCCRU in April 1997, to work on a project looking at patients’ and doctors’ attitudes to treatment. Previous research includes working with a small group of families in the North East looking at social networks and employment opportunities, and their effect on overall quality of life. Before this, she was a Temporary Lecturer in social anthropology at the Department of Sociology and Social Policy, and also did part time teaching work at the Universities of Durham and Stockton, in anthropology, sociology and human sciences. Jude has a BA in Archaeology and Anthropology, and a PhD in Social Anthropology from the University of Durham.
	Norman Denzin, University of Illinois at Urbana-Champaign Denzin's research covers the span from theory to institutional practice. His books The Alcoholic Self and The Recovering Alcoholic won the prestigious Charles H. Cooley Award of the Society for the Study of Symbolic Interaction, and were nominated for the C. Wright Mills Award. His recent publications include: Screening Race: Hollywood and a Cinema of Racial Violence, Interpretive Ethnography, The Cinematic Society, Images of Postmodern Society, The Research Act, Interpretive Interactionism, and Hollywood Shot by Shot. In 1997 he was awarded the George Herbert Award from the Study of Symbolic Interaction. He is past editor of The Sociological Quarterly, co-editor of The Handbook of Qualitative Research, 2/e, co-editor of Qualitative Inquiry, editor of Cultural Studies/Critical Methodologies, and series editor of Studies in Symbolic Interaction.
	James Holstein, Marquette University James Holstein is Professor and Chair of the Department of Social and Cultural Sciences, Marquette University. He is editor of the journal Social Problems, has edited numerous books, and recently authored the book Inner Lives and Social Worlds (2003). Holstein's broad research interests include Sociology and Mental Health and Illness, Aging and the Life Course, Family Studies, Ethnomethodology and Social Constructionism, and Interview Research.

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