2018 Annual Conference on Discourse Analysis in Educational Research - Center for Discourse Analysis & Video Ethnography

Welcome to the 2018 Working Conference on Discourse Analysis in Education Research. The conference is sponsored by the Center for Video Ethnography and Discourse Analysis (now CDAVE) in Education of the Department of Teaching and Learning at The Ohio State University, College of Education and Human Ecology.

The Working Conference is a small event that emphasizes dialogue and conversation about the use of discourse analysis in education research. Scholars have opportunities to share their discourse analytic scholarship, their diverse approaches to discourse analysis, and learn from each other.

In order to make the working conference productive and friendly, we limit the conference to a small number of invited scholars. Participation in the 2018 Working Conference on Discourse Analysis is by Invitation Only. Each invited participating scholar may extend an invitation to one colleague or one doctoral student. We ask that all participants commit to participate in the full conference including both the formal and informal events. Each participant is to bring and discuss work-in-progress in a small group.

Definitions of “discourse” and “discourse analysis” vary widely in education research and are approached from diverse disciplinary and inter/transdisciplinary perspectives. The Working Conference welcomes a broad range of definitions of discourse and discourse analysis. By welcoming a broad range of definitions and perspectives, it is our hope that scholars can learn from each, gain insights for heir own research, and can better appreciate others’ research initiatives.

Conference Schedule

Except as noted, all events will be held in Ramseyer Hall on The Ohio State University campus.

Friday, May 18

3:30 – 4:45 Pre-conference conversations (Room 200 Ramseyer Hall)
Conversation with Greg Kelly and Judith Green
Theory and Methods for The Study of Discourse and Practice of Science and Engineering Education.
4:00 Registration (260 Ramseyer Hall)
5:00 Welcome (260 Ramseyer Hall)
5:15 Keynote Panel (260 Ramseyer Hall).
Ramon Martinez, Uta Papen, Vanessa Neves
“Discourse Analysis in Research on Pre-school through Elementary School Education”. (Facilitator: Michiko Hikida)
7:00 Pot Luck Dinner (260 Ramseyer Hall)

Saturday, May 19

8:00 Coffee available (260 Ramseyer Hall)
8:30 Keynote Conversation (260 Ramseyer Hall)
Shirley Heath speaking on
“The impossible question: What can language interactivity patterns tell us about behavior change?”
Responses by Cathy Compton-Lilly and Andrea Mattos. (Facilitator: Caroline Clark)
10:00 Coffee / Tea Break (260 Ramseyer Hall)
10:30 Working Groups Meet (A list of who is in which Working Group and room locations will be available at conference).
12:30 Picnic Lunch (260 Ramseyer Hall)
1:30 Working Groups Meet (A list of who is in which Working Group and room locations will be available at conference).
3:30 Pie Break (260 Ramseyer Hall)
4:00 Keynote Panel (260 Ramseyer Hall)
Arlette Willis, Deborah Rowe, Rebecca Rogers
“Discourse Analysis in Research on Teacher Education.” (Facilitator: Leslie Moore)
6:00 – 9:00 Graduate Student Gathering.
(Bernard’s Tavern, 630 N. High Street, Columbus, OH 43215 / ph: 614-223-9601)
This is an opportunity to connect with fellow graduate students, develop friends and networks.
Appetizers and small plates are provided by CVEDA and the Department of Teaching and Learning.
6:00 – 9:30 Dinner Fundraiser for Brian Street Memorial Award (Location announced at conference)
Join Dave Bloome, Constant Leung, Jennifer Rowsell, and Maria Lucia Castanheira for a buffet dinner and fundraiser in support of the award in Brian’s name. We are asking each person attending the dinner to make a donation to the award of $50.00 or more if you are able.

Sunday, May 20

8:00 Coffee Available (260 Ramseyer Hall)
8:30 Working Groups Meet (A list of who is in which Working Group and oom locations will be available at conference).
10:30 Coffee / Tea Break (260 Ramseyer Hall)
11:00 Keynote Panel (260 Ramseyer Hall)
Judith Green, Constant Leung, Gilcinei Carvalho
“Discourse Analysis in Research on Academic Literacies in the context of Secondary Education and Higher Education.” (Facilitator: Peter Sayer)
12:30 Closing Session (260 Ramseyer Hall)
On Having A Conversation In A World Of Ghosts – Dave Bloome
Final Thoughts and Thank You’s – Karen Wohlwend, Cathy Compton-Lilly, Jerome Harste, Dave Bloome
Beginnings – Michiko Hikida, Leslie Moore, Peter Sayer
1:00 End
8:00 Coffee Available (260 Ramseyer Hall)
8:30 Working Groups Meet (A list of who is in which Working Group and oom locations will be available at conference).
10:30 Coffee / Tea Break (260 Ramseyer Hall)
11:00 Keynote Panel (260 Ramseyer Hall)
Judith Green, Constant Leung, Gilcinei Carvalho
“Discourse Analysis in Research on Academic Literacies in the context of Secondary Education and Higher Education.” (Facilitator: Peter Sayer)
12:30 Closing Session (260 Ramseyer Hall)
On Having A Conversation In A World Of Ghosts – Dave Bloome
Final Thoughts and Thank You’s – Karen Wohlwend, Cathy Compton-Lilly, Jerome Harste, Dave Bloome
Beginnings – Michiko Hikida, Leslie Moore, Peter Sayer
1:00 End

Accommodations

The University Hospitality District maintains a current listing of campus-area hotels. You can also use hotel search sites (Hotels.com, Trivago, Expedia, etc.) to locate available rooms. Please feel encouraged to contact Ryan Schey if you are having problems finding the accommodations you need.

Transportation

To and from Columbus Airport

Taxis: approximately $22-$28 to OSU campus
Uber and Lyft: approximately $17-$22 to OSU campus
Rental Cars

Getting around Columbus

Getting around the Ohio State University

Campus Map
Campus Parking: Arps Garage

Parking

The most convenient parking for the Conference will be in the Arps Garage. If you plan to drive, please email us so that we can make a parking pass available for you. Contact information: Min-Young Kim (kim.4238@osu.edu) or David Bloome (davidbloome@gmail.com).

Participants

Diana Arya, University of California, Santa Barbara: Silent Texts as Discursive Matters
Gordon Asaah, University of Pennsylvania: Mentorship and Interdependence in Community-based Research
Doug Baker, Eastern Michigan University: Adapting an Ethnographic Perspective for Leadership
Ingrida Baranauskiene, Klaipedos Universitetas: People with Disabilities in The Health Care System: Multiple Perspectives
Richard Beach, University of Minnesota: Analyzing Personal Narratives as Enacting Languaging Actions Constituting Relations with Others
Faythe Beauchemin, The Ohio State University: Narratives and Language Ideologies in the Construction of the Relational Nature of Classroom Life
Marlene Beierle, The Ohio State University
Catherine Bhathena, Indiana University-Purdue University Indianapolis: Identity at Work: A Critical Discursive Psychology Analysis of Teacher and Coach Positioning Within Instructional Coaching Conversations
Mollie Blackburn, The Ohio State University: Queer Youth Talk About Learning to Hate Themselves from The People Who Love Them
David Bloome, The Ohio State University
John Brady, University of Michigan: Reconceptualizing Talk: Shifting Thinking About Talk from Categories to a Spectrum
Megan Brown, The Ohio State University: Visual, Textual, And Critical Analysis of The Discourses Surrounding Disability in and on Children’s Literature
Gerald Campano, University of Pennsylvania: Mentorship and Interdependence in Community-Based Research
Flavia Carneiro, Universidade Federal de Minas Gerais: Literacy Practices: Reading and Writing Opportunities in the 3rd Year of Elementary School
Gilcinei Carvalho, Universidade Federal de Minas Gerais: Video Narratives and Youth Literacy Practices in a Brazilian Rural Community
Maria Lucia Castanheira, Universidade Federal de Minas Gerais: Talking About Literacy: Reflecting on Poliphony
Sofia Chaparro, University of Colorado Denver: Zoe & Larissa: Trajectories of Raciolinguistic Socialization in a Two-Way Immersion School
Yanlin Chen, Indiana University: A Toddler’s Co-Construction of PBL Moments at Home: Objects, Embodied Action and Context
Minseok Choi, The Ohio State University: Use of Imagination Through Laminating Talk, Action, and Objects in a College Architectural Studio: Through the Lens of Professional Vision
Caroline Clark, The Ohio State University: Supporting and Complicating Understandings of Family Participation in Schools Through Digital Stories
Catherine Compton-Lilly, University of South Carolina: Tracking Discourses of Possibility Over Time: Possibilities for Addressing Inequity
Lucia Cardenas Curiel, Michigan State University: Emergent Bilingual Collaboration in Designing and Producing Multimodal Texts: Translanguaging to Support Learning
Summer Davis, Indiana University: Be Political, Don’t Be Political: Discourses of Student Teachers
Youmna Deiri, The Ohio State University: Saudi Women Intimate Literacies of Belonging: Racialized Bodies Reading and Writing Themselves
Johanna DeStefano, The Ohio State University
Luzkarime Calle Diaz, Universidad del Norte: Student Voices for Peace Building: A Critical Analysis of Classroom Discourse
Sarah Durst, University of Illinois: Disciplinarity Or Disciplinary Literacy? Tracing Writing Trajectories in Science
Brian Edmiston, The Ohio State University: Transformative Teaching and Learning with Dramatic Inquiry
Patricia Enciso, The Ohio State University: Relocalizing Genres and Imagining Futures with Middle School Superhero Storytellers
Christian Faltis, The Ohio State University: Arabic Bilingual Teachers in the Columbus Area
Shaimaa Fatani, The Ohio State University :Women Artists’ Narratives of Navigation and Negotiation Identities in Saudi Arabia
Nan Fries, Central Michigan University
Peter H Fries, Central Michigan University: Semantic Patterns in Text and The Meanings of Words
Sarah Gallo, The Ohio State University: Return Migration and Undocumented Status in Mexican Elementary Schools
Maria Gomes, Universidade Federal de Minas Gerais: Emotions, cognition and Writing in a Brazilian Infant Room
Judith Green, University of California, Santa Barbara
Julia Hagge, The Ohio State University Grace’s House: The Discourse of a Featured Scratch Project
Ruba Hamam, The Ohio State University: Preschool Teachers Reflections on Family Engagement in Schools
Jerome Harste, Indiana University: Exploring Literacy Learning: Art as Both Tool & Toy
Shirley Heath, Stanford University: What can language interactivity patterns tell us about behavior change?
Michiko Hikida, The Ohio State University: How Preservice Teachers Reflect on The Ways They Language Relationships
Huili Hong, Towson University: Other Stories of New Historical Great Baltimore: An Appreciative Inquiry Project with Refugee ELL Children
Joshua Iddings, Virginia Military Institute: What Counts as Writing/Writer for “Just a High School Votech Kid”?
Sarah Jackson, The Ohio State University: Because They’re Different: Preschoolers’. Response to Multicultural Picturebooks
Traci Jordan, Indiana University: White Saviors Just Want to Help: Learning to Teach on the Rez
Melinda Kalainoff, United States Military Academy: (Re)Thinking Communicative Competence From The Point Of View Of Multiple Configurations Of Actors
Laurie Katz, The Ohio State University: More than cuddles… Making Sense of Infants/toddlers Interactions
Gregory Kelly, The Pennsylvania State University
Somin Kim, The Ohio State University: How Does Intercontextuality Mediate Multilingual ELLs Literacy Practices in English?
Nicole King, The Ohio State University: Revoicing And Recoding Community Across French And English In a Second Grade Immersion Classroom
Beth Krone, The Ohio State University: Metadiscourse as a Critical Tool in Student Storytelling
Wan Shun Eva Lam, Northwestern University: Semiotic Construction of Scale in Video Documentary on Immigration
Eric Layman, Indiana University: Using Mediated Discourse Analysis for Researching Civic Participation and Neoliberal Competition in Education
Kevin Leander, Vanderbilt University: Using CDA To Inform Educational Conversations Across Political Differences
Jungmin Lee, The Ohio State University: An Analysis of Young Children’s Play in a Culturally and Linguistically Diverse Kindergarten Classroom
Constant Leung, King’s College, London: Analysing Interviews for Permanent British Citizenship Stephen Lewis, The Ohio State University: The Construction and Refinement of a Mathematical Modeling Habitus
Todd Lilly, University of South Carolina: What’s Our Reading? Finding One’s Bearings in The Virtual Discourses of On-Line Education
Samantha Marshall, Vanderbilt University: Finding our Role in the System: The Co-construction of a Mathematics Teacher Axiology
Ramon Martinez, Stanford University: Title forthcoming
Andrea Mattos, Universidade Federal de Minas Gerais: Turning Points: EFL Teachers’ Identities and Professional Decisions
Alexis McBride, Vanderbilt University: Translanguaging With Post-Secondary English Language Learners: A Comparative Case Study
Clara Mikita, The Ohio State University: Negotiating Critical Topics in Texts in 4th Grade Book Club Discussions
Leslie Moore, The Ohio State University: Informal Science with Preschool Dual Language Learners Deborah Morbitt, The Ohio State University: I Grew Protective of My Community: A Pre-Service Teacher’s Urban Narrative
Katherine Mortimer, University of Texas at El Paso: Policies and Practices for High School Dual Language Instruction: Students’ Voices
Danusa Munford, Universidade Federal de Minas Gerais: Constructing Relationships Between Science and Imagination: An Analysis of Classroom Interactions in Science Lessons at Elementary School, Using Vygotsky’s Construct of Creative Activity
Michele Myers, University of South Carolina: Examining Culturally Relevant Pedagogy Through Intentional Internship Placements Within Partnership and PDS Schools
Vanessa Neves, Universidade Federal de Minas Gerais: Emotions, cognition and Writing in a Brazilian Infant Room
George Newell, The Ohio State University: Conversations About Teaching and Learning Dialogic Literary Argumentation in a Professional Development Community
Alexandra Panos, Indiana University: Marrying Post-Critical Ethnography and Mediated Discourse Analysis in a Study of Teachers in The Rural Rustbelt\
Uta Papen, Lancaster University: Critical Visual Literacy and Picturebooks: Pupil-Led Versus Teacher-Led Talk and How Best to Support Children as Critical Reader-Viewers
Jenell Igeleke Penn, The Ohio State University: “Don’t Worry. I’ll Get Her There”: Embodying Black Feminist Praxis in a Conscious Raising, Collaborative Space with Preservice Teachers of Color
Paul Prior, University of Illinois: Integration of Data from Multiple Sources in a Lifespan Study of Disciplinary Becoming
Valdeni Reis, Universidade Federal de Minas Gerais: Who Are You? The Unheard Voices of the English Teachers Who Work Within Incarceration
Jackie Ridley, The Ohio State University: Connections and disconnections with a teacher-proposed mirror text: A case study of refugee and immigrant youth.
Rebecca Rogers, University of Missouri-St. Louis: Interventionist Discourse Analysis, Racial Equity, And a Grassroots Teacher Organization
Deborah Rowe, Vanderbilt University: Multimodal Analysis of Teachers’ Verbal, Embodied, and Material Support for Emergent Writers
Lindsey Rowe, The Ohio State University: Analysis of Language Ideologies in A Multilingual, Second-Grade Classroom
Jennifer Rowsell, Brock University: Living Literacies: Literacy as Lived, Felt and Material
Liudmila Rupsiene, Klaipedos Universitetas: People with Disabilities in The Health Care System: Multiple Perspectives
David Blair Sabay Vanderbilt University: Exploring Chronotopes in Genres of (Un)Schooling.
Afida Safriani, The Ohio State University: Mediating Teacher Candidates’ Conceptual Development of Functional Linguistics Within Their Arena of Potentiality
Peter Sayer, The Ohio State University: Productive Disruptions: (Re)Positioning Students in An Elementary Dual Language Program
Brian Seilstad, The Ohio State University: Tracking and Tracing Student Experiences in a Central Ohio Adolescent Newcomer Program
Lisya Seloni, Illinois State University: A Multidisciplinary Investigation of ESL Teacher Candidates’ Evolving Professional Identities
Matthew Seymour, The Ohio State University: “Gotta Respect the Hustle”: Using Social Roles to Recontextualize Classroom Agendas in a High School ELA Classroom
Ana Christina da Silva, Vanderbilt University: Teachers, Families, And Community Members: Developing Praxis and Activism Stances Across Contexts of Practice
Audra Skukauskaite, Klaipedos Universitetas: Languacultural opportunities and challenges in learning research in Lithuania
Jessica Somerville, The Ohio State University: Constructing Definitions of “Immigrant” During a Social Studies Lesson in a Dual Language Classroom
Luke Sun, Indiana University: Multimodal Meaning-Making During the Interactions Between Mothers and Toddlers with Autism Spectrum Disorders (ASD)
Rebecca Tang, The Ohio State University: Small Stories Among Multilingual Scholars: Talk, Text, And Image as Academic Literacy Practice
Theresa Thanos, The Ohio State University: Argumentation as Social Practice: Warranting and Contextualized Rationality
Stephen Thompson, University of South Carolina: Exploring the Influence of a Practice-Teaching Model of Science Teacher Development on Science Teaching Practices and Discourse
Anne Valauri, The Ohio State University: Creating Spaces for Home Literacies and Languages in an Early Childhood Center
Bernadette Van Den Tillaart, The Ohio State University: Co-Constructing Deafblind Interactions and Personhood in Preschool
Carmen Vanderhoof, The Pennsylvania State University: Students’ Investment in the Engineering Problem Space Through Engineering Storybooks
Viridiana Vidana, University of Texas at El Paso: Language Ideologies and Identities: Beliefs and Practices of College Level Spanish Students and Instructors in a Borderland Spanish Heritage Language Classroom
Arlette Ingram Willis, University of Illinois: That’s A Rap/Wrap: It Depends on Who Is Talking
Melissa Wilson, The Ohio State University How Preservice Teachers Reflect on the Ways They Language Relationships
Karen Wohlwend, Indiana University: Data in Motion: Multimodal Mapping of Toddlers’ Wandering and Wobbly GoPro Videos

Panels

There are four “keynote panels” during the Working Conference. With everyone at the conference in attendance, these are to provoke further thought and discussion. After panelists speak, the conversation is open to anyone to participate.

Friday, May 18, 3:30 – 4:45
Pre-conference Conversation
with Greg Kelly and Judith Green on
Theory and Methods for The Study of Discourse and Practice of Science and Engineering Education.

Friday, May 18, 5:15
Keynote Panel
with Ramon Martinez, Uta Papen, Vanessa Neves. (Facilitator: Michiko Hikida) on
Discourse Analysis in Research on Pre-school through Elementary School Education.

Saturday, May 19, 8:30
Keynote Conversation
with Shirley Heath, Cathy Compton-Lilly and Andrea Mattos. (Facilitator: Caroline Clark) on
The impossible question: What can language interactivity patterns tell us about behavior change?

Saturday, May 19, 4:00
Keynote Panel with
Arlette Willis, Deborah Rowe, Rebecca Rogers (Facilitator: Leslie Moore) on
Discourse Analysis in Research on Teacher Education.

Sunday, May 20, 11:00
Keynote Panel withJudith Green, Constant Leung, Gilcinei Carvalho (Facilitator: Peter Sayer) on
Discourse Analysis in Research on Academic Literacies in the context of Secondary Education and Higher Education.

Groups

Small working groups are the heart of the conference. Consisting of no more than 12 people, each has an opportunity to share their “work-in-progress” with the group. Working group members often develop lasting relationships with each the others in their working group.

How do we make each working group? At best we can, we try to include both senior and less senior scholars, people from different universities, and people who may have similar topics. It is not always possible to balance all of these dimensions, but we try. The members of a working group stay together for the whole conference so they hear and talk about the research of each person in the group. We ask that everyone commit to being at the whole conference, so that can benefit from the intellectual power of the whole group.

Working groups meet three times during the conference, for two hours each time. Taking turns of no more than 15 minutes, each person shares a bit of data or analysis (appropriately contextualized and framed). Media, other data, and/or data analysis and interpretations are shared. After the first 15 minutes, the group discusses the work shared for 15 more minutes, offering suggestions for analysis and alternative interpretations; probing for additional insights and engage in a collegial conversation. While brief clarifying questions may be asked, the presenter mostly listens during the second 15 minutes. All comments and discussion should be respectful of the risk that everyone is taking in sharing work-in-progress and should be supportive.

(Note: Although we do not prohibit the use of PowerPoint or similar presentations, we discourage them. These sessions are intended to be informal, conversations among scholars in supporting each other. Use notes as needed, but please do not read a prepared paper or lengthy text.)

Committee

Food Committee

Lindsey Rowe, Chair
Melissa Wilson
Caroline Clark
Laurie Katz
Theresa Thanos
Jackie Ridley
Nicole King

Transportation and Accommodations

Min-Young Kim, Chair
Ryan Schey
Jungmin Lee
Laurie Katz
Melissa Wilson, QOC