20th Annual Conference on Interdisciplinary Qualitative Studies

Keynote Speakers

Professor Frederick Erickson (Ph.D. Northwestern University, 1969) is George F. Kneller Professor of Anthropology of Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles, where he is also an affiliated professor in the Applied Linguistics Department. From 2000-2006 he was also the Director of Research at Corinne A. Seeds University Elementary School, the laboratory school at UCLA. In 1998-99 he was a residential fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford, to which he has returned as a fellow for 2006-7.
Erickson has research interests in the organization and conduct of face to face interaction, sociolinguistic discourse analysis, ethnographic research methods, study of social interaction as a learning environment, anthropology of education. His publications include (with J. J. Shultz) The counselor as gatekeeper: Social interaction in interviews. Academic Press, (1982), "When is a context?: Some issues and methods in the analysis of social competence" in M. Cole, Y. Engström, and O. Vasquez (Eds.) Mind, culture, and activity. Cambridge U. Press, (1997), "They know all the lines: Rhythmic organization and contextualization in a conversational listing routine." In P. Auer and A. di Luzio (Eds.) The contextualization of language. John Benjamins, (1992), "Appropriation of voice and presentation of self as a fellow physician: Aspects of a discourse of apprenticeship in medicine." In S. Sarangi and C. Roberts (Eds.) Talk, work, and institutional order. Mouton/de Gruyter, (1999), “Co-membership and wiggle room: Some implications of the study of talk for social theory.” In N. Coupland and S. Saranji (Eds.) Sociolinguistics and social theory. London: Longman/Pearson Education, (2001), “Some notes on the musicality of speech.” In. D. Tannen, (Ed.) Georgetown University roundtable on languages and linguistics 2001. Washington, DC: Georgetown University Press, (2002). His recent book, Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life (Polity Press, 2004) won the 2005 Outstanding Book Award of the American Educational Research Association.

Laurel Richardson is Professor Emeritus of Sociology at The Ohio State University. Also at OSU, she has been an Associated Faculty of Women’s Studies, and a Distinguished Visiting Professor in Cultural Studies in the College of Education. She specializes in qualitative methodology, gender, theories of representation, sociology of knowledge, and artsbased research. She has been honored with visiting lectureships in many countries—most recently in Denmark, Iceland and Australia, where she was
the Distinguished Miegunyah Fellow at the University of Melbourne, and hosted by the Artistic and Creative Faculty in the College of Education.

Richardson has published over 100 articles—many of them demonstrating alternative writing formats, including poetic representations. She has written definitive articles for various handbooks, including her
article, “Writing as Method of Inquiry,” in the Handbook of Qualitative Research (eds. Denzin and Lincoln.) She is the co-editor of Feminist Frontiers and author of seven other books: Dynamics of Sex and Gender;
Gender and University Teaching: A Negotiated Difference (Statham, Richardson and Cook); Writing Strategies: Reaching Diverse Audiences; The Other Woman (translated into seven languages), and the Cooley award winning book, Fields of Play: Constructing an Academic Life (Rutgers
University Press).

Richardson’s most recent book, Travels with Ernest: Crossing the Literary/Sociological Divide (Rowman and Littlefield, 2004) co-authored with the novelist, Ernest Lockridge, models a new writing-format that
preserves the individual voice, breaks down hierarchies, and demonstrates feminist communication strategies across gender and disciplines. Her current research expands her interest in alternative
reading/writing practices through three ethnographic projects: (1) Altered Books as a poststructural transgressive practice; (2) the death of a friend; and (3) the processes of re-imagining the self.

Bryan McKinley Jones Brayboy is an associate professor in the Department of Education, Culture, and Society and in the Ethnic Studies Program. An enrolled member of the Lumbee tribe, he is the founder and Principal Investigator of the University of Utah American Indian Teacher Training Program, and is the co-Director of the Center for the Study of Empowered Students of Color. He is an educational anthropologist whose general focus of scholarship centers on underrepresented students and faculty in higher education. More specifically, his work examines the strategies used to achieve academic success by American Indian college students, and the cultural, emotional, psychological, political, and financial costs and benefits of this academic success. More recently, his work has broadened to think both theoretically and practically about the experiences of Indigenous peoples in and out of educational institutions, Indigenous epistemologies, ontologies, and pedagogies, and the liminal space that many indigenous people occupy of both radicalized peoples and political/legal ones as well. Informed by anthropological theory and fieldwork, as well as emerging scholarship regarding race, law, and issues of American Indian sovereignty his scholarship, teaching, and service coalesce around the experiences of Indigenous students in institutions of higher education and larger society.

He recently received the College of Education’s Teaching Award and the University of Utah’s Early Career Teaching Award. Previously, he has been honored as both a Spencer Foundation and a Ford Foundation Fellow. His work has been published in or he has articles in The Harvard Educational Review, The American Educational Research Journal, The Urban Review, Anthropology and Education Quarterly, Educational Studies, Theory Into Practice, The International Journal of Qualitative Studies in Education, and The Utah Special Educator. He has published multiple book chapters addressing American Indian Education and diversity in education. Most recently, he has been asked by the U.S. Department of Education to explore effective teaching strategies for American Indian/Alaska Native students, and serves on the technical review panel for the National Indian Education Study.