Art is not only a masterpiece in a museum, but an opportunity to hear the voice of those often silenced, and expose the unseen - as do ethnographic research methods. Together, we will explore visual art techniques as ethnographic data sources, from Identity Mapping for understanding hyphenated-selves, to an original activity that examines our use of stereotypes (Sirin & Fine, 2007, p. 153). This alternative format session will help participants understand that art is a continuous and sustainable tool for understanding the researcher positionality, as well as exposing and addressing inequality in the classroom, in our workplaces, and research sites.

The Ethnography in Education Research Forum have been a locus for sharing ethnographic work and develop partnerships between researchers. We participate of 20 events out of 4: five as young research learning from it and 15 as presents of group session. We involved participants from countries: Brazil, UK, Italy, France, Australia, Holland and Pakistan. Our interrelationship empowered students and collaborators and advances in methodologies and epistemologies, from: classical ethnography; micro ethnography; autoethnography; digital ethnography to more recently, meta-ethnography. Therefore, our contribution is to evidence innovations of ethnography to strengthen partnerships and build international researcher community to the forum.

At [group name] our research interrogates how media and society influence each other, multi-media based research methodologies, and the development of pedagogy that uses media to foster civic engagement. In this proposed alternative session, we will present media from three ongoing projects: (1)audio data and its role in multimodal scholarship, (2) our recent podcast series on gun violence and (3) excerpts from podcast audio recorded during our session at last year's Ethnography forum. We will facilitate media creation among attendees as part of our discussion of this work and as a way of actively engaging in media (as) scholarship.

Prevalent today are surveillance policies and practices in urban schools and marginalized communities. This panel seeks to address racial hierarchies of power through an analysis of surveillance stemming from critical research in partnership with schools and communities. Most forms of surveillance operate under deficit based perspectives framing communities of color as damaged (Tuck, 2009) at the system and individual level, ranging from administrative policies to student and teacher relationships. Our critical ethnographic work aims to illuminate how oppressive mechanisms operate, allowing for individuals and collectives to disrupt and challenge dehumanizing modes of surveillance. Preliminary findings from interviews and field observations based on three on-going projects in western Massachusetts demonstrate how pervasive, oppressive, and traumatic surveillance can be. Context matters, and we hope to demonstrate the ways surveillance shapes unjustly practices and policies for minoritized youth and their implications for teachers, youth advocates, and other educators.Papers include the following:·"Youth should be afraid of us": Disrupting damage narrative through embodied arts – Andrew Torres, UMass Amherst·An eye toward the ecological domain: Ethnic Studies teachers' ecologies of support and oppression – Thomas Albright, UMass Amherst·Fostering youth identities and diasporic voices through literary texts – Alisha Smith Jean-Denis, UMass Amherst

What do teacher candidates learn about writing instruction while working in apprenticeship (Lave, & Wenger, 1991) alongside more expert others (Vygotsky, 1978), National Writing Project teacher leaders? The "third space" context (Soja, 1996) is an alternative clinical "field" site. We are studying what candidates document and identify as their emerging writing instructional commitments and practice given our conceptual framework. Informed by Schoenbach, Greenleaf, & Murphy, (2012), the framework includes these dimensions: Building a writing community (social); Being a teacher-writer (personal); Conferring with writers (knowledge-building); Developing strategic writers (cognitive); Participating in a community of practice (inquiry).

This panel features three literacy students from the Fall 2019 Digital Methods course (EDUC 545). The hands on course "explored a range of methodological approaches for studying learning using digital tools." Focusing on methodologies including ethnography and practitioner inquiry to explore children and teens beyond classrooms; we use methods including digital storytelling, video, and GIS mapping to collect data on how they play, learn and explore their identities. Our preliminary work includes developing our research questions, exploring qualitative methodologies and digital methods, crystallizing our questions, and planning for future data collection and analysis.

Our ten Senior Scholars will host informal lunch-time conversations with graduate students from various campuses. The locations will be announced later to participants.

Migration, Dislocation, and Ethnography in Contemporary Perspective

This panel centers on methodological questions for Disability Studies and other educational researchers to consider when seeking to forge authentic partnerships with participants or informants with disabilities. Building from the experiences, tensions, and complexities raised across three papers, the panel hopes to arrive at a new set of ethical and methodological considerations, so all session attendees can leave with a new methodological map to chart a collective path forward.

As students of color are now the "majority" in schools, their teachers are still largely white. Data released in 2017 by the US Department of Education shows the percent of teachers of color (TOCs) is just 20 percent (NCES, 2017). While the hiring of TOCs continues to grow, retention of teachers of color continues to be a barrier towards a more diverse teaching workforce. In this symposium, three teachers will share what they learned from their multi-state, qualitative research on what would disrupt the kinds of school cultures that fail to support, retain, and grow teachers of color.

This diverse group of writing teachers bring a unique perspective to the discussion of research partnerships as we have, for the last decade, successfully bridged the worlds of research and elementary and college curriculum through our collaborative efforts. Originally members of the same doctoral cohort, panelists demonstrate the value of regularly shared theoretical and pedagogical practices that are synergistically discussed and evaluated not only amongst themselves but also with research participants.

The Bilingual Education Project (BEP) seeks to examine bilingual education in a large northeastern city. Based on research done as a team, the presentations will present findings from an ongoing longitudinal ethnographic study conducted in an elementary school dual language program. BEP ultimately "slice[s] the onion [of language planning and policy] ethnographically" (Hornberger & Johnson, 2007, p. 509), with the goal of developing frameworks that will promote and value bilingual education programs. This panel will focus on the partnerships that emerge in a long term project, namely in becoming a researcher, working with teachers, and working with school leaders.

In this data workshop, I share excerpts from field notes and memos that I wrote while observing a kindergarten classroom during the year that my own son entered kindergarten. I invite participants to wonder with me: How did my experiences as a mother influence how I saw kids in that classroom, some of whom reminded me of my son? How did it influence how I saw teachers seeing kids? What role did my son's transition to kindergarten play in how I analyzed the interactions and behaviors of kids and teachers in my field site?

This panel session focuses on (re)imagining childhood and youth resistance through examining how children are speaking to, talking back and redefining their "turbulent presents and precarious futures." In particular, the papers in this panel are grounded in the premise that children and youth are knowing and active participants in their schooling and broader sociopolitical contexts, evident in the creative and intentional ways they resist deficit discourses, aim to transform their learning spaces and manifest concrete, collective futures. The qualitative and mixed methods papers draw on and are guided by Critical Race Theory, Decolonial Political Anthropology and Critical Education Studies.

A research team of graduate students met weekly with 7th and 8th grade students at a Philadelphia middle school conducting group mentoring sessions using a 5-step possibility process. Mentors studied student progress and their own practice through observation notes, research memos, group debriefing, and analysis sessions. Findings indicate that mentors: (1) engaged in a process of reciprocal transformation with their students, (2) took diverse pathways and used various scaffolds to engage their students in possibility development work, and (3) utilized the weekly support sessions to develop essential skills, share their experiences, and receive support for various problems of practice.

WITNESSING, RECOGNITION, AND ACCOUNTABILITY: The Ethics and Politics of Multi-Modal ScholarshipDuring the 2010 State of Emergency in West Kingston, Jamaica, security forces entered the community of Tivoli Gardens in order to capture Christopher "Dudus" Coke, who had been ordered for extradition to the United States. Officially, 74 civilians were killed during this operation, but the number community members give is closer to 200. Since 2012, I have been working collaboratively with Junior Wedderburn and Deanne Bell on a multi-modal project addressing these events. We have been assembling archives – including drone footage, archival footage, still and moving images of the contemporary landscape, still and video portraiture, and narratives. We are interested in how these assemblages bring into being a range of affective orientations, themselves differently apprehended based on one's location (politically, structurally, nationally, and psychically). What forms of recognition might be possible across these various locations? How might the archives we've developed either generate them or make them unrealizable? In this talk, I will think through these questions as they redound to relationships between form and audience, ethics and politics.

The Practice of Partnership: Small Data and the Magic of MisstepsCollaborations between universities and community organizations are often messy and rarely predictable. In this talk, conceptually framed by practitioner inquiry and multimodal ethnography, Dr. Vasudevan shares several small moments from research partnerships with youth-serving institutions and explore the insights gained from key missteps in the work.

This interactive/alternative format session shares work in progress from a multi-generational research team of teacher-researchers, university-researchers, and youth researchers. Our work is based on our efforts to implement and document Poetry Inside Out, a poetry- and translation-based literacy program. In Poetry Inside Out, participants translate poems from around the world in their original languages (e.g., Spanish) into English. In this session we explore what teacher researchers and multilingual youth researchers have learned about cultivating what Guadalupe Valdés (1998) termed "insurgent voices." Audience members will also participate in a translation cycle using Poetry Inside Out.

A sensory ethnography exploring the question, "What does it feel like to be a first grader?". Field observations and data were collected via multiple medias including photographs, moving-photographs (gifs), videos, and audio. The media culminated as website designed to walk the viewer through the flow of a day for first graders in a suburban public school. The project was designed to allow for infinite "readings"; each time passing through the website, different nuanced experiences can result. By allowing multiple medias to interact and be activated in different combinations, new questions can emerge with each viewing.

This session explores the findings that have emerged from a research-practice partnership involving researchers, teachers, and youth from six demographically distinct communities across the United States who are engaging in digital storytelling and dialogue across difference to imagine humanizing civic futures. Presenters include researchers, teachers, and high school students from the project. Drawing upon critical democratic theories and building upon social design-based methodology, these papers highlight how the 3D partnership (and the broader National Writing Project network) centers youth voices and concerns, honors differences of identity and expression, and manifests ideological commitments to equity, empathy, and collective struggle.

This proposed session aims to present findings of a research-practice partnership collaboration between graduate student practitioner-scholar liaisons, district leaders, and school principals who have worked alongside one another to tackle issues around the mental health crisis that have manifested within our school communities. This partnership works to bridge the research-practice gap in order to help districts tackle problems in a manner that is contextualized for their needs. This research has sought to understand how stakeholders can work across boundaries in order to push back against standard professional development models and allow for pathways of reciprocity to flourish.

This panel takes seriously the idea that the work of inquiry in today's schools can't easily be done alone. To address this concern, this panel probes the experience of practitioner researchers working in collaborative inquiry communities. What are the community conditions and collegial resources that support and develop an inquiry approach to education in today's high stakes testing environment? Panelists will focus on moments of particular challenge in their work and will seek to make visible how their communities supported their inquiries, what difficulties they had and how they were negotiated.

The Tihosuco Heritage Preservation and Community Development Project, a collaborative effort originally focused on archaeological research and local museum development, highlights a Maya view of history and the past by engaging, as much as possible, in a horizontal partnership between researchers from Global North universities and institutions in Tihosuco, an Indigenous town in Quintana Roo, Mexico. The role of interdisciplinarity, the promises and reimaginations in partnership-building, and the ongoing difficulties and occasional missteps that can and do arise when constructing partnerships between Global North research institutions and minoritized Indigenous communities are some of the central tenets in this panel.

Sankofa Communiversity is an intergenerational collaborative of research, scholarship and activism with shared commitments to rigorous research and critical inquiry. The Philander Street Project emerged through the lived experience of our team. Described as the "epitome" of an interdependent African American community, this street was demolished through "urban renewal." Through interviews of residents, our findings illustrate persistent practices of interdependence along this street and the intentional disruptions of economic and political pathways that framed its destruction. We share Sankofa's processes of activating collaborative pathways of critical inquiry to rekindle memories, reclaim histories, restore interdependence and interrupt cycles of disruption.

Through a partnership with SDP, teacher leaders worked with a leadership coach over the last three years to identify change opportunities in their school. They will present on their overall and individual experiences and take questions about their takeaways. The leadership coach will share learnings and results from the ongoing research. The purpose of the session is to explore best practices for school-based bottom-up change initiatives and addressing barriers to school transformation. We will highlight the role of relational trust, systems and structures, and advocacy methods and frameworks, all centered around teacher voice in school reform.

Youth from transnational backgrounds who face socio-political exclusion in their nations of residence are also often marginalized by the assimilationist forms of civics instruction that predominate in schools. With these contextual factors in mind, this alternative panel draws on data from a U.S.-based out-of-school practitioner study that aimed to re-imagine civic education with a collective of Indonesian-American youth. Led by both the study facilitator and youth participants, it will encourage attendees to consider how culturally sustaining pedagogy (Paris & Alim, 2017) might provide curricular pathways for youth to cultivate empowered orientations towards civic engagement.

This panel offers theatre as a methodological intervention to enrich understandings of urban youth, often characterized as disengaged. Four papers compare the impact of mobilizing theatre across two community-engaged ethnographies: a Toronto-based project within a larger national study on urban, socio-spacial inequality examining the relationship between socio-spatial conditions and youth life outcomes; and a global multi-sited ethnography of drama classrooms in urban schools that ended with a professional Verbatim theatre production created from its data. We trace how theatre methodologically anchored these two projects and demonstrate its affective impact on data analyses and knowledge production.

In this symposium, a research team from the Northeast draws on their research-practice partnership with an immersive adventure company (Boxaroo) to advance methodological insights regarding ethnographic microanalysis (Erickson, 1996). Zeroing in on one room, The Storyteller's Secret, speakers outline how the media and technology of the room – its design, layout, and sonic backdrop - mediated learning and communication. Across a series of papers, researchers detail how the discursive and socio-material elements of the room promoted ways of seeing, being, and knowing that could not be rendered visible without ethnographic microanalysis.

In this study, we aim to examine the partnerships created through a cluster of pipelines that help first year doctoral students, faculty, and staff interconnect in a Ph.D. program within the College of Education at Rowan University. The study will highlight multiple perspectives of partnership that equate to a collaborative network of equity, access and in return success. The study will also capture interviews, diaries, and images all of which reflect individual journeys. We hope to understand and shed light on how building relationships and including discourse beyond language barriers, ethnicity and race can create powerful opportunities.

This in-process project engages preservice and first-year female teachers of color in a critical autoethnographic coalition that seeks to better understand their experiences and perspectives navigating teaching and to support and sustain them in predominantly White teacher preparation programs. Two professors, three women of color preservice teachers, and four women of color early career teachers will invite the audience into dialogue about their ongoing inquiries into their educational experience and practices as women of color, offering insights into their needs, desires, and hopes for equitable teacher education.

This session explores the experiences of LGBTQ+ educators in public schools and the ways that these experiences, when shaped through ethnographic action research, can influence school culture and climate, students and educators themselves. Presentations by four of these educators and a university researcher, including films and stories, will examine the challenges of serving authentically as queer practitioners, even in so-called "progressive" educational contexts; and will culminate in a discussion amongst the four educators, researcher and audience. This session explores storytelling, community-building and ethnographic research as forms of resistance that can create more inclusive schools.

This panel session highlights the work of undergraduate researchers/activists who are engaged in a praxis project. A praxis project involves identifying and theorizing a problem, planning and taking action, and then documenting and reflecting on the process as well as the impact on the community involved in the project. The session is made up of five papers given by college students who are in the process of completing their praxis projects. Taken together, the papers show how they are making sense of their work, and how they are navigating the uncertainty associated with partnerships for change and engaged scholarship.

In recent years, the organizing efforts of grassroots movements have begun to propel the expansion of initiatives supporting Ethnic Studies (ES) programs that better reflect, serve, and reaffirm local communities of color in public schools. Efforts to build and sustain high quality ES programs have translated into the formation of partnerships between students, teachers, researchers, and activists oriented to defy the status quo and gestate educational/social transformation. This panel examines the challenges and affordances of an ongoing ethnographic project in an Ethnic Studies program focused on partnerships for program sustainability in public schools impacted by local school/community tensions.

Todo el conocimiento del mundo desde todxs y para todxs [All the Knowledge of the World from Everyone and for Everyone] In this talk CCATE discusses and reflect on their work as a community of researchers that has emerged from the Latinx immigrant community and who are conducting dignifying and humanizing community-based research.

A research team of graduate students met weekly with 6th, 7th, and 8th grade students at a Philadelphia middle school conducting group mentoring sessions using a 5-step possibility process. Mentors studied student progress and their own practice through observation notes, research memos, group debriefing and analysis sessions. Findings indicate that mentors: (1) engaged in a process of reciprocal transformation with their students, (2) took diverse pathways and used various scaffolds to engage their students in possibility development, and (3) utilized the weekly support sessions to develop essential skills, share their experiences, and receive support for various problems of practice.

This session will present preliminary insights from a work-in-progress inquiry into the experiences of Teaching English to Speakers of Other Languages (TESOL) masters students during a semester-long practicum. In the tradition of practitioner inquiry (Cochran-Smith & Lytle, 2009), we see student teachers as valid generators of knowledge about the practices of language teaching and teacher education. In this session, we draw on our collaborative inquiry to share TESOL student teachers' own insights into their identity development. We invite TESOL professionals, teacher educators, student teachers, and interested researchers to join us for this interactive session.

This proposed alternative session aims to present the findings of an ongoing inquiry of an inter-generational and multicultural group of families investigating educational equity through a professional development model designed for educators. This dialogic session is based on years of collaborative work that centers on how to best support families of color within schools. Situated within a larger ten-year partnership between university researchers and a diverse community in an urban city, this project aims to provide participatory research on various issues of educational equity while also providing useful approaches for educators who are committed to social justice.

This session shares reflections on and data drawn from a multi-year collaborative research project, from a range of perspectives, to investigate the intersection of multimodal literacy practices, multiple positionalities, and research ethics. We explore how youth and teachers use critical literacy practices (Janks, 2010) to investigate social issues in response to texts, develop relationships, participate in the research process, and share work publicly. These papers exemplify a range of different collaborative possibilities: between and among stakeholders, teachers and students, researchers and teachers, texts and materials, and concepts of "literacy," "curriculum," and "research."

This Alternative Format Session centers on the presenters' inquiries into culturally responsive education. Utilizing structured break-out sessions, teachers will share their inquiries and engage participants in discussion of their own inquiries (completed, in progress, or prospective). Although all the presenters are high-school science teachers, their engagement with culturally responsive education will resonate with all educators. Presenters and participants will engage in conversation about 1) classroom-based inquiry into culturally responsive approaches, and 2) the possibilities of teacher inquiry to promote culturally responsive education. The session will include participants' voices and experiences as well as those of the presenters.

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers including, but not limited to, course work, observation experiences, and standardized tests required for certification. However, this is ineffective in preparing pre-service teachers to engage in authentic teaching activities. To foster more authentic activities, a Teaching Assistant program was designed and implemented in a Human Learning and Development course within a School of Education. Data, including interviews, observations, and in-person testimonials are/will be used to better understand how the authentic activities shaped these pre-service teachers identity.

Southeast by Southeast began in 2012 as a six-month collaborative art-making project with the Karen and Bhutanese refugee community in South Philadelphia. It continues today as a community arts and resource center under Mural Arts' Porch Light Program. This year, members of Southeast by Southeast, community members, film makers, poets, and educators, created short -films as part of Making Home Movies project. This interactive session will show two of the films created in this project, share findings from the multimodal creative processes as methods of storytelling and learning, and engage the audience through poetry exercises and discussion.

Reflection helps students develop skills as ethnographers providing a means for students to engage in the ethnographic research practices of both data collection (recording their thoughts and memories of an experience) and analysis (critically examining that experience). Students' reflective writing also can usefully reveal insights into students' learning of content, the process for learning it and the impact of the learning experience. This session examines students as partners in researching their learning from the perspectives of an educational anthropologist researcher, ESOL teachers, and a team of middle school students who speak about their experience learning ethnographic skills and reflection.

This practitioner-based inquiry session seeks to explore the following question in two parts: How readily and how well do K-12 teachers and administrators challenge assumptions, biases, and blindspots about teaching, learning, and the ends of education? Part one will explore the literature through a critical race theory (CRT) lens and part two will utilize a proactive circle to invite participants to reflect on the ways that whiteness impacts collaboration between and among K-12 teachers and administrators.

Politics of Care Across Borders: Im/migrant Families, Children and EducationThe talk will draw on Dr. Gabrielle Oliveira's research with Mexican, Brazilian and Central American transnational families to explore the impact of family separation on children and implications for research and practice. Oliveira will discuss how the politics of care shape the educational experiences of children 'here' and 'there'.