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This paper presents a methodological study with children where two different interview methods were utilized: the "walk-around" (a form of mobile interview) and the "shoulder-to-shoulder." The paper reviews the methodological aspects of the study then provides a brief review of the history of methods employed in research with children. Finally the paper considers issues around conducting research "with" children in the areas of data generation, interview environment, power, and participant engagement. Throughout the article, narrative interludes, and the author's personal reflections as parents and researchers are provided space for thought and narrative glimpses into the research experience.

In this methodological discussion, the authors detail and reflect on the processes of using photo-elicitation interviewing as a way to align with positive qualitative methodologies, to gain access to participant beliefs and values, and to highlight participant voices through their choices of words and visuals. A review of the literature and an overview of the educational research experiences leading to the discussion are included. Next, the discoveries regarding what is methodologically new and/or valuable concerning this visual method is presented. In the final section, the authors reflexively contemplate aspects of visual methodological processes in an effort to address methodological crossroads of potential and tension including: (1) the potential of "decontextualized photos," (2) photos as metaphors of meaning, (3) photos as representations of inherent meaning, (4) participant empowerment, and (5) graphic representation or "graphic portraits."

The authors detail an educational ethnography of a university queer cultural center's role on campus and in the surrounding community. The data include participant observation, in-depth interviews, and artifacts. The authors review lesbian, gay, bisexual, transgender, ally, and questioning (LGBTAQ) issues in higher education, heterosexual attitudes, and queer theory. The findings of barriers to the Center's mission plus the suicide of a Center student prompted the authors to explore research poetry as a means to express the inexpressible. Furthermore, they illustrate tensions between contemporary queer and gay theories through the telling of a "straight tale" (traditional research report) and a "gay tale" (experiential research report), interrupted with "queer tales" (poetic interludes) and "queer asides". At the heart of the tale is the transformation of the first author, a gay male, to a researcher and scholar of gay issues. This tale is therefore at all times queer, gay, and straight. (Contains 15 notes.)

In this article, the authors reflect on an experience with research representation in which they deliberately engage to push their notion of what research poetry might be. The authors discuss the experience that began when they examined approximately 50 in-depth narrative interviews of international doctoral students' graduate school experiences. The article discusses a traditional thematic qualitative research article that was written and published on the basis of data derived from the aforementioned narrative interviews. In the next part of the experience, the one specific to this article, the authors compose three research poems of varying styles--free form, elegy, and haiku. The authors challenge their current research, representation, and poetic understandings by comparing and contrasting the traditional qualitative article to the nontraditional poetic representations. The final step of this process includes the authors' methodological reflections on poetic representations in the areas of accessibility, power of compressed form, and writing ability or "good enough" research poetry. (Contains 3 notes.)

As a method for placing Latina college students at the center of research, authors present a dramatic, or performative, text illuminating participants' life stories. The dramatic text serves as a fictional event bringing to light how five Latina students view their ethnic identities and educational values based on messages from family and peers. Data collection methods incorporated individual interviews, a culturally responsive focus group, and photo artifacts. The authors convey dialogue among script characters by using a combination of direct participant quotes from data transcripts and fictitious exchanges created by the authors to convey a performance dialogue. Authors briefly present the background of performative research text, discuss representing research through dramatic text, and review data collection procedures for this specific study. Finally, the authors detail the process used in constructing "Las Comadres" as a dramatic text, advancing ideas for dramatic text writers, and providing reflections on the playwriting experience.

President Obama characterized Arizona's recent immigration law as undermining "basic notions of fairness that we cherish as Americans." The authors' extend the national discussion regarding immigration to ethics and research. Therefore, the purpose of this methodological article is to advance areas for ethical consideration when researching undocumented participants. Undocumented participants have been described as vulnerable and in need of protection when researched. The authors contend that undocumented participants are capable, competent, yet vulnerable simultaneously. Characterizing these participants as wholly vulnerable is a form of "Otherization". The authors present a literature review of "Other", vulnerable participants, illegal participants, and undocumented persons/participants. Authors have been ethics reviewers and/or researchers of undocumented participants. Drawing on these experiences throughout the article, they provide reflexively composed narrative interludes. Methodological and ethical considerations and strategies in the areas of Culturally Responsive Relational Reflexive Ethics (CRRRE) oriented research, anonymity/confidentiality, and consent are advanced. (Contains 3 notes and 1 table.)

This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group (IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia. Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth pre- and post-interviews. Findings in the themes of international doctoral students' graduate school experiences and the impact of the faculty-led support group are presented and discussed.

The author takes the stance that children are always Othered or unfamiliar in research. The child as Other is intensified by adults' memories of their own childhoods. The author discusses what it means to be Othered, reviews images of children, and the roles early childhood research methodologists recommend a researcher should hold. Through narratives the author interrupts the text and reflects on her own childhood, research and teaching young children. Finally, methodological recommendations for utilizing or minimizing the researcher/child Othered relationship are set forth in the following areas: ethical consideration, reflexivity, intersubjectivity, innovative methods, children are experts, and being with children. (Contains 2 notes.)

This article is the 3rd in a series that has been focused on the experiences of assistant professors of counselor education who were at the conclusion of their 3rd year in the profession. Thirty-six participants provided information about their experiences, sources of pleasure and displeasure, professional contributions, areas of change, and expectations for tenure and promotion. Prominent themes that emerged from the data included mentoring, balance and family focus, and scholarship. Recommendations are presented for counselor educators-in-training, candidates, new counselor educators (CEs), and veteran CEs.

For decades Colorado, USA, has had a shortage of school psychologists, especially in rural areas. The program "Giving Rural Areas Access to School Psychologist" (GRAASP) was developed to meet this need by offering a technology based distance education program that trained candidates from remote sites across the state. Through the use of in-depth interviews the authors sought to answer the following question: What are the student-candidate perceptions of the GRAASP program? Students' perceptions of their experiences added significantly to our understanding of the effectiveness of the GRAASP program. This article offers insight to educators of school psychologists and others who are considering the use of technology to train learners in remote areas to meet current shortages of qualified personnel in education and related areas. (Contains 1 table.)

People's names and the places, animals, and items named by people are deeply personal and reflective of their culture and identity, yet in qualitative research, the standard is to use pseudonyms. This practice is thought to protect research participants, but when are "real" names most respectful and appropriate? How might researchers include research participants in these considerations? The purpose of this methodological article is to increase transparency and collaboration around the participant naming process, bringing much-needed attention to issues of power in the naming process in research. The authors review the literature and detail their reflexive engagement with pseudonyms; they advance issues for consideration and provide recommendations in the areas of power in participant naming, culturally responsive research, and pseudonym use with trans people and incarcerated people. Throughout the article, the authors interrupt the text with reflexive narrative interludes to share personal experiences with naming. [ABSTRACT FROM AUTHOR]

The United States, through research ethics review, is complicit in ethically recolonizing countries into U.S. dominant understandings. This review and consent are seen as an all-encompassing ethical understanding and a discrete, one-time experience. Drawing on personal experiences and in-depth interviews with international and domestic subculture research participants and researchers, the authors argue that the United States ethics review must move toward a nuanced understanding of human ethics review that exhibits cultural responsiveness within culturally complex research, with a focus on cultural humility. Power, gender, sexuality, and relationships between participants, researchers, and research ethics boards are discussed. [ABSTRACT FROM AUTHOR]

Members of a graduate educational ethnography course created pandemic poetry. The instructor was pedagogically stretched in translating what had always been an in-person research poetry creation experience to a virtual setting, but the students responded with powerful poetic renditions. In this article, course members' poetry is featured, and a brief review of the course materials used and guidance provided to the class, along with a methodological reflection, are offered. [ABSTRACT FROM AUTHOR]

In a doctoral course on Narrative Inquiry, graduate students participated in an activity creating dimensional research poetry. The resulting poems, which were shaped like spheres or orbs and/or flowers, were made up of lines of narrative interview transcripts and researchers' reflections, either computer printed or handwritten on strips of construction paper. In this article, a review of dimensional poetry, including concrete poetry and three-dimensional poetry, is provided. Examples of flowers in poetry from descriptive to symbolic of resistance against poverty, class, war, and race are presented throughout. The instructor and a student in the course who also served as the photographer reflect on the experience. [ABSTRACT FROM AUTHOR]

As part of an advanced doctoral research course, class members participated in an in-depth exploration of the methodology portraiture. In this article, the authors—course instructor and 10 students—represent themselves as researchers through collage portraits and written reflexive responses. A brief review of portraiture, collage in research, and researcher reflexivity, along with descriptions of relevant course experiences are presented. Images of the collage process and resulting portraits are highlighted. A collage portrait of a class emerges as issues of transparency in research, the role of the researcher, and the use of art in research are explored. [ABSTRACT FROM AUTHOR]

Through an autoethnographic account centered around family recipes, the author, a Mennonite, reflects on her interrupted family story. [ABSTRACT FROM AUTHOR]

Through an autoethnographic account, the author reengages reflexively with infertility, a companion of old. [ABSTRACT FROM AUTHOR]

As part of an advanced doctoral course on representing qualitative research, the authors used collage to represent either who they were as researcher or the research they were conducting. The authors, comprised of the course professor and seven doctoral students, read about collage as inquiry and research representation and then participated reflexively in a course lecture on the background of collage, a collage creation activity, a gallery walk, written and oral reflection on each other's collages, a research poster presentation at a campus research event, and a final reflection of the entire process. As the process unfolded the authors represented the experience in the form of a collective collage poem, and a methodological and pedagogical article. Elements of this article include a review of collage as an art and research inquiry form, an overview of the pedagogical experiences, and the authors' experiences shared in the form of brief vignettes and collage images. [ABSTRACT FROM AUTHOR]

In a graduate course dedicated to writing and representing qualitative research in varied ways members challenged themselves to create a renga, a Japanese form of cooperative linked poetry, around the topic of doctoral students' graduate school experiences, employing imagery from natural elements. Along with creating a stanza of the poem each poet wrote a reflection as a way of engaging reflexively with the process. Areas of note included thinking in a new way, finding the way back to a way of thinking, the challenge in creating a poem, and power in the process and ensuing results. [ABSTRACT FROM AUTHOR]