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Dive into the research topics where Susan Naomi Nordstrom is active.

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Featured researches published by Susan Naomi Nordstrom.


The International Review of Qualitative Research | 2015

A Data Assemblage

Susan Naomi Nordstrom

In this article I describe data from my study about 11 family history genealogists and the objects they use to construct their ancestors as a Deleuzoguattarian assemblage, an entity that somehow functions together. In my study, I assembled object-interview data (Nordstrom 2013b), St. Pierres (1997) dream and response data, weather data, spectral data (Nordstrom, 2013a), books written by participants, books recommended to me by participants, popular media about genealogy, my genealogy work, theories, and perhaps data—deconstructive data that problematize phenomenological certainty. Instead of thinking these data in discrete categories, the data functioned as lines that continuously moved and shifted together, thereby rendering the categories indistinguishable. The data assemblage is a dynamic onto-epistemological entity in which the constitutive lines open up new ideas of thinking about data in a study and what that data can do and become.


The International Journal of Qualitative Methods | 2013

Object-Interviews: Folding, Unfolding, and Refolding Perceptions of Objects

Susan Naomi Nordstrom

This article describes the object-interview as a Deleuzian space in which subjects and objects, living and nonliving, entangle together. I developed the object-interview to understand the connections that 11 Midwestern family history genealogists made between objects (e.g., documents, photographs, and other artifacts) and their ancestors. The object-interview suggests an alternative way to think and do qualitative interviews informed by poststructural theories. The method draws on French philosopher Deleuzes concepts of the fold, events, and a life, as well as conventional qualitative interview literature. Deleuzes concepts offer a way to rethink objects and subjects as fibrous, connective, and folding entities in qualitative interviews. Such a rethinking offers an alternative to subject-centered conventional qualitative interviews in which subjects are teased apart from objects and subjects primarily produce knowledge. The object-interview, then, is a Deleuzian space in which the supposed distinctions between subjects and objects, as well as other binary divisions, become indistinct, or entangled, as both subjects and objects produce knowledge. That space enabled me to create the concept ensemble of life—a constantly shifting group of objects associated with a persons life. In this article, I describe the theoretical entanglement of the object-interview, the object-interview itself, the data it produced in my dissertation study, and the significance of the method to the field of qualitative research methods.


Qualitative Inquiry | 2015

Not So Innocent Anymore: Making Recording Devices Matter in Qualitative Interviews

Susan Naomi Nordstrom

The purpose of this article is to throw into radical doubt the material-discursive practices of recording devices (e.g., tape and digital recorders) used in qualitative interviews. To do this work, I first present a Baradian diffractive reading, a reading across epistemological and ontological differences that matter, of recording devices in qualitative research. I explore how recording devices have become a normalized material-discursive practice in which recording devices are both part of and result from an objectivist epistemology and realist ontology. Then, I share four irruptive moments from my study about family history genealogists’ use of objects (e.g., photographs, documents, and artifacts) that called into question such a material-discursive practice. Last, I situate recording devices in Barad’s agential realism, an onto-epistemological framework in which recording devices intra-act with humans, nonhumans, culture, and discourse to generate entangled meanings and knowledge in a constantly shifting world(s).


Educational Studies | 2017

De/signing research in education: patchwork(ing) methodologies with theory

Marc Higgins; Brooke Madden; Marie-France Berard; Elsa Lenz Kothe; Susan Naomi Nordstrom

Abstract Four education scholars extend the methodological space inspired by Jackson and Mazzei’s Thinking with Theory through focusing on research design. The notion of de/sign is presented and employed to counter prescriptive method/ology that often sutures over pedagogical possibilities in research and educational settings. Key methodological themes (e.g. voice, agency, subjectivity, data) are (un)tailored in order to work within, against, and beyond conventional humanist qualitative methodology. Patchwork methodologies take shape as key theorists and theories pierce, (un)stitch, snag, embroider, patch, and mend the fabrics of distinct research contexts, components, and commitments. Previews of the productions that result from attending to the enacted and embodied relationship between theory and research de/sign are presented. A discussion of the ways in which patchwork(ing) methodologies provokes new questions, analytical frames, and types of findings concludes the article.


Cultural Studies <=> Critical Methodologies | 2013

A Conversation About Spectral Data

Susan Naomi Nordstrom

Spectral data emerge from a relationship formed between a living researcher and a deceased person in a qualitative study. That relationship generates a variety of data (e.g., St. Pierre’s [1997] emotional and dream data, embodied moments, and writing) and creates a territorial assemblage, or place of passage into other assemblages, or other spaces of thought and being. To illustrate and explain spectral data, I use a photo-text—a continuous narrative of alternating pages of texts and photographs developed by Morris (1946, 1948, 1968). The text is a conversation about spectral data that I had with my deceased grandmother while I wrote this article. The photographs are those of my grandmother’s objects (e.g., photographs, documents, and artifacts) and are from my personal collection. This photo-text highlights my haunted scholarship of speaking, writing, and acting with my grandmother. Moreover, the article seeks to open a passageway to think about how the living and dead generate data in qualitative inquiry.


Qualitative Inquiry | 2018

Antimethodology: Postqualitative Generative Conventions:

Susan Naomi Nordstrom

In this article, I explain antimethodology—a creative and generative methodology—and its resulting research conventions that were put to work in a study about an assemblage of humans, nonhumans, living, and nonliving in family history genealogy. Antimethodology is a middle space that is created between reterritorializing forces (e.g., conventional qualitative inquiry) and deterritorializing forces (e.g., poststructural and posthuman theories that throw positivist and interpretivist theories that ground conventional qualitative inquiry into radical doubt). Antimethodology, then, cannot be replicated or transferred to other studies. Rather, each iteration of antimethodology materializes from the forces at work in a research context. I offer research conventions, or contingent meetings between these forces, as a way to rethink methods, data, and other practices within qualitative inquiry/research.


Journal of Fluency Disorders | 2017

Rethinking covert stuttering

Christopher Dominick Constantino; Walter H. Manning; Susan Naomi Nordstrom

PURPOSE The experience of passing as fluent, also called covert stuttering, has been uncritically framed as an inherently negative pursuit. Historically passing has been understood as a repression of ones true, authentic self in response to either psychological distress or social discrimination. The authors of this paper seek a more nuanced understanding of passing. We ask, how must a person relate to herself in order to pass as fluent? METHODOLOGY This is a qualitative research study in which the authors utilized the ethical theories of philosopher Michel Foucault to contextualize data obtained from semi-structured interviews with nine participants who pass as fluent. RESULTS Rather than a repression of an authentic self our data suggests passing is more usefully understood as a form of resistance by people who stutter to a hostile society. Participants learned from experiences of delegitimization that their stuttering had ethical ramifications. Consequently, they used a variety of self-forming practices to pass and thereby achieve the privileges that come with perceived able-bodiedness. CONCLUSION Passing as fluent is not an inauthentic form of stuttering but a form of stuttering that is produced through the use of specific technologies of communication. These technologies of communication are constituted by the unique ethical relationship of the person who stutters with herself. Passing can be understood as an active form of resistance rather than a passive form of repression. By theorizing passing as fluent as an ethical relationship, we open up the possibility of changing the relationship and performing it differently.


Qualitative Inquiry | 2018

Guilty of Loving You: A Multispecies Narrative:

Susan Naomi Nordstrom; Amelie Nordstrom; Coonan Nordstrom

We recognized the urgency of our shared multispecies inquiry, with the recent death of one of the cats, Amelie. In the intense singularity of death, we became very aware of how we tune and tend together—everyday practices in which humans (themselves animals) and animals live and perceive together—and how these practices shape our everyday lives. These practices are acts of multispecies survival in which we learn how to live and die together. We weave our multispecies living–dying together with the theories of Haraway and Rautio. Writing together as we disrupt the categories between humans and animals, human-centered philosophical concepts, and human-centered narrative inquiry. In so doing, we offer an evocative multispecies narrative that tells a different story, a becoming with multiple species in naturecultures.


Qualitative Inquiry | 2018

Work/Think/Play/Birth/Death/Terror/Qualitative/Research

Jennifer R. Wolgemuth; Pauliina Rautio; Mirka Koro-Ljungberg; Travis M. Marn; Susan Naomi Nordstrom; Adam Clark

Inspired by work/think/play in qualitative research, we centered the idea of “play” in a qualitative research project to explore what proceeding from the idea of work/think/play might look like and accomplish. We pursued play in an experimental qualitative inquiry over dinner one night at the 2016 Annual Meeting of the American Educational Research Association. Our article centers on one work/think/play inquiry three of us conducted. Through a playful account of how play unfolded in our work/think/play inquiry that evening, we explore research play as generative, deadly, and censored in the context of neoliberalism and other terrors. We reflect on what (good) play does in qualitative research, what our work/think/play/birth/death/terror/qualitative/research accomplished, if anything. Maybe research play is vital, what keeps us fit to do critical qualitative research. Yet research play moves (well) beyond normative rules of much qualitative research. Is it worth the risk? Can we know? Even after?


Qualitative Inquiry | 2016

Methodological Drag Subversive Performances of Qualitative Methodologist and Pedagogical Practices

Susan Naomi Nordstrom; Alison Happel-Parkins

The authors, the only two qualitative research specialists in their college of education, discuss and analyze their performances in methodological drag. Drawing on Butler’s concepts of performativity and performance, methodological drag is a performance in which qualitative methodologists convincingly masquerade as situated within epistemological, theoretical, and methodological frameworks, even those that they may not situate themselves in personally or professionally. Depending on a particular power/discourse network and setting, methodologists perform the subject position differently. In this way, methodological drag as pedagogical performance becomes a strategy in which methodologists make themselves intelligible to themselves and others in various settings (e.g., teaching qualitative research classes, mentoring students, interacting with other faculty in committee meetings, and conducting their own research). In so doing, methodological drag enacts a strategic counter discourse to a stable conception of methodologist and, by extension, qualitative research pedagogy.

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Adam Clark

Arizona State University

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Travis M. Marn

University of South Florida

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Brooke Madden

University of British Columbia

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Elsa Lenz Kothe

University of British Columbia

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Marc Higgins

University of British Columbia

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