2023

Call for Proposals
International Conference of
the Asian Qualitative Inquiry Association

Post-Oriental Qualitative Research andLives of Asian Peoples
AQIA(www.asianqi.org)

COPYRIGHT BY SUNCHEON

Conference Date: 13-14 October, 2023
Venue: Sunchon National University, Suncheon-si, South Korea(Off-line and On-line)

Asian Qualitative Inquiry Association

Dear Colleagues
On behalf of the Program Committee for the Asian Qualitative Inquiry
Association, we are excited to issue the Call for Proposals for the AQIA 2023
Annual Conference to be held October 13–14, 2023, in Sunchon, South Korea
at Suncheon National University. The AQIA will additionally hold a virtualcomponent of the annual conference. All sessions accepted for virtualpresentations will take place only during the virtual component.
We invite colleagues to submit proposals for Individual Papers andOrganized Panels. We welcome proposals from all disciplines. While priority
will be given to proposals that are closely related to the conference theme, theprogram committee seeks sessions that will advance participants’ knowledge
about philosophical, theoretical, and empirical studies from/about Asian
countries, peoples, histories, and cultures. We also welcome qualitative researchon other themes of various disciplines which are related to the aims and scope of
AQIA. For more information, please visit the website. www.asianqi.org
All proposals must be submitted electronically via the AQIA electronic
submission system. The proposal submission must be received by May 30.
- Individual paper submission : https://naver.me/Go5c08GM- Panel paper submission : https://naver.me/F2YCze8a
If you have any questions regarding proposal submissions that are notanswered in this Call for Proposals, please contact the AQIA atasianqi@naver.com.
We look forward to an exciting and intellectually stimulating conference inSunchon.

Naganeupseong•••

Provisional List of World Heritage Sites
16th place in Korea's representative tourist
destination selected by CNN.
Nakan Eupseong Folk Culture FestivalConference Theme:
Post-Oriental Qualitative Research andLives of Asian Peoples
Post-Orientalism is a decolonial discourse to apply Edward Said’s definition of Orientalism in order toreconceptualize the knowledge and understanding of Asia. It challenges existing research approaches
and discourses of the West about the East and tries to create non-Western and nomadic knowledge andperspectives on "what to do about Asia". By using qualitative and ethnographic research methods, it asksscholars in both Asia and non-Asia to search for new understandings and produce knowledge about
Asian human inquiries in terms of methods, practices, cultures, meanings, etc. New Asian discourse
produced through such efforts allows Asian scholars to deconstruct the unquestioned and unconscious
knowledge about what Asia is, which historically and culturally has been framed by the Western politics
of gaze and the colonial ideology of the East. Furthermore, it invites scholars in the West to look at what
has not been discussed in Western academia and to deconstruct their misunderstandings about Asia andAsian subjectivities based on Orientalism. These international efforts through deconstructive andpostmodern inquiry would help scholars around the world search for epistemologically, ideologically,
culturally, and historically more relevant and equitable ideas and perspectives on Asian lives andcultures.
For this purpose, the 2023 AQIA conference will be held with two themes. The first is themethodological exploration of non-Western qualitative research necessary for Post-Oriental Asian
qualitative research. Research under the theme raises questions about Western methodology,
epistemology, and ontology, which have had a profound influence on the understanding of and researchon Asia. This research provides new approaches and practical strategies for Asian qualitative researchbased on Asian philosophy, history, and culture. Studies of this theme may include a critique of colonial
qualitative methodologies, an exploration of post-oriental research methods, or an inquiry into thepractice and history of Asian indigenous qualitative research.
The second theme is a new post-colonial inquiry into the lives and cultures of Asian people and peoples.
This theme is to present a new understanding of the lives of Asian people, which often has been
distorted in Western-oriented international discourse or has not been introduced at all. Specifically,studies on the lives of Asian youth and women, the lives of specific Asian peoples, migration and labor,or Asian education and learning can be included. Through qualitative research on these topics, we expect

to explore Asian values anew and create new discourses.

Proposal Submission⚫ Presenters may submit proposals for individual papers(not exceeding 500 words) or panels that include at least three presentations(not exceeding 1,000 words).
⚫ Abstracts must be submitted in English.

⚫ Abstracts must be submitted via the electronic submission system.
⚫ Abstracts must be original and must not have been published or presented at
any other meeting before the conference.
⚫ Individual paper submission: https://naver.me/Go5c08GM
Panel proposal submission: https://naver.me/F2YCze8a

Important dates⚫ Abstract Submission Deadline: May 15, 2023 (23:59 Korean Time) via theelectronic submission system⚫ Acceptance notification sent out: May 30, 2023
⚫ Early bird registration: August 15, 2023 – August 31, 2023
(23:59 Korean Time)⚫ Regular registration: September 11, 2023 – October 14, 2023
(23:59 Korean Time)⚫ Submission of complete text: September 10–September 20, 2023, toasianqi@naver.com (23:59 Korean Time)Registration Fee⚫ Registration Fee<Online Session><Offline Session>

100 USD

150 USD(Early Bird: 80USD)(Early Bird: 130USD)

Ph.D, Master’s and

70 USD

120 USD

Undergraduate student(Early Bird: 50USD)(Early Bird: 100USD)

Professor and Researcher⚫ Please make a deposit to our account-Bank Name: NONGHYUP BANL-

Beneficiary’s Bank Address :120, TONGIL-RO, JUNG-GU, SEOUL, REPUBLIC OF KOREA-

Swift Code: NACFKRSE(XXX)
If you require eight characters, you can exclude XXX.

-

Receiver’s Account Name : 아시아질적탐구학회
(Asia Qualitative Inquiry Association)-

Beneficiary’s Account Number: 301-0312-1280-31⚫ Paypal Adress-

http://asianqi.org/subList/32000004496

Keynote Speakers
Dynamic Storytelling Research with Youth:
Toward a Conversation in Asian Contexts
Colettte Daiute
City University of New York, the U.S.

A Critique of the Modern Reason
Towards an Itinerant Curriculum (as) Theory and ResearchJoão Paraskeva
University of Strathclyde, the U. K.

Autobiographical Inquiry in “Asian” Context:
Trends, Issues, and Possible Future Directions
Seungho Moon
Loyola University, the U.S.

Keynote Speech A
Colette Daiute
Professor
Psychology at the Graduate Center City
University of New York, the U.S.
Dynamic Storytelling Research with Youth:
Toward a Conversation in Asian Contexts
Young people across the globe share stories with peers and others to make sense of theirexperiences, how they fit, and what they would like to change. Such flexible use ofnarrating in everyday life requires complex understandings by researchers andpractitioners working with young people to support and to study their development. That
understanding is also, ideally, sensitive to local languages, issues, and goals, thereby
adding to the complexity of designing research and analyzing research data. This talk will
present theory and methodology of dynamic storytelling inquiry, with examples fromcollaborative research projects across Eurasia, South America, and the United States. My
title highlights “conversation” because a major goal of the talk will be to orient toward
research issues in contemporary Asian societies, clearly needing to involve conference
participants. The talk will begin with principles of dynamic inquiry, a process that is
relational (to the setting, among different stakeholders, and with different expressive
media), active, and expressive (aesthetically and practically). Highlights of the talk willthen be theory-based examples of dynamic research designs with diverse kinds ofautobiographical, fictional, and digital narrating that invites participants to share theirexperiences in the context of their goals and concerns. I will illustrate how these dynamic
storytelling projects have applied literary qualities to analyze meaning, learning, and socialchange. My hope is that the examples will inspire discussion focusing on whether and how
these qualitative inquiry design and analysis practices might apply (or not) in/across Asian
context(s).

Keynote Speech A
Colette Daiute
Professor
Psychology at the Graduate Center City
University of New York, the U.S.
Bio
Colette Daiute is Professor of Psychology at the Graduate Center, City University of
New York. Dr. Daiute was previously a professor at Harvard University. Her research,teaching, and program development focus on how young people and families living insituations of radical sociopolitical change (such as migration or regime change) use
language, digital media, and community organizations to make sense of their situations, tochange their lives, and to impact their societies. Currently named a Fulbright Specialist(2022 – 2026), Professor Daiute has extended her transnational collaborations in Italy(with the University of Naples Federico II Law Clinic on human rights); building on priorcollaborative social action research in Colombia, Serbia, Brazil, India, and elsewhere.
Colette Daiute’s book publications include Narrative Inquiry: A Dynamic Approach (Sage
Publications), International Perspectives on Youth Conflict and Development (Oxford
University Press), Human Development and Political Violence (Cambridge University
Press). She has published numerous articles with colleagues and students in journals,
including Qualitative Psychology; Proceedings of the International Conference ofInteractive Digital Narrative; Human Development; Cognitive Development). Professor
Daiute is also Founder and Coordinator of the Concentration in Qualitative Research
Methods at the Graduate Center, CUNY. Branching out into media production, Colette isalso Founder and Producer of the How Ideas Travel Podcast for the Jean Piaget Society for
the Study of Knowledge and Development. She a Member of the National Academy of
Education honorific society. Website http://www.colettedaiute.org. Contact:cdaiute@gc.cuny.edu.

Keynote Speech BJoão Paraskeva
Professor
Educational Leadership and Policy Studies
University of Strathclyde, the U. K.
A Critique of the Modern Reason
Towards an Itinerant Curriculum (as) Theory and Research
We know nothing about Asia
(Adorno, 2011)
Modern Western Eurocentric thinking “is an abyssal thinking, a system of visible andinvisible distinctions, the invisible ones being the foundation of the visible ones.” (Santos,
2007, p. 45). The monumentality of Eurocentric reason crafted reality through radical
eugenic lines that divide social reality into two realms, “the realm of this side of the line
and the realm of the other side of the line” (Santos, 2007b, p. 45). What is on this ‘side ofthe line’ exists and is legit, and what is ‘on the other side of the line’ is not legit and has
been produced as non-existent. There is no ‘incomplete other’ (Todorova, 1997).
Otherness is a vacuity, a vacuity so well confessed by Adorno (2011) ‘we know nothingfrom Asia.’
Invisibility and non-existence of the “one side” are the roots of visibility and existenceof the “(an)other side.” In such context, not just knowledge but the very question/answer‘what/who is to think’ is eugenically framed. Welcome to the real colors of theepistemicide (Santos, 2014) - the killing of knowledge - the eugenic logic that undergirds
conventional hegemonic and counter-hegemonic Eurocentric theories and research. Our
institutions – education in particular – constitute both the lab of such epistimicide(Paraskeva, 2011) blessed through the holy altar of the disciplines of knowledge, asanctuary that notarizes mythically particular forms of science, theory, research, discoursesthat determine what constitutes - or not - science, knowledge, and theory.

Keynote Speech BJoão Paraskeva
Professor
Educational Leadership and Policy Studies
University of Strathclyde, the U. K.

Drawing on critical, anti-colonial, and decolonial platforms, I place modernity - and its
graded logic – as a deceptive dream and exhausted matrix; I dig to understand how
Modern Western compass of reason is demagnetized. I excavate some of the challenges
counter-hegemonic approaches face in their attempts to at least mitigate such eugenic
reason – in particular their theoretical deadlock and their egregious historical error oflaboring beyond the Modern Western Eurocentric reason, thus recognizing the legitimacy
of non-Western (Asian, African, Latin America, Indigenous) epistemologies; I miner how
our social institutions – educational in particular – since its inception lost their ‘innocence’by legitimizing particular epistemological forms producing as ‘non-existent’ ‘new-otherepistemological understandings from Asia and other parts of the world its idiosyncratic
inquiries, methods, practices, cultures, and meanings;’ I advocate the need to walk awayfrom such logic, to deterritorialize and to move towards an itinerant theoretical approach,
one that is committed to addressing the world’s endless diversity and differences,challenging current theory and research approaches and discourses of the Global Northand Global South, and paving the way for the legitimate and just recognition of nonWestern and nomadic epistemologies on ‘Asia.’ I call this approach ‘itinerant curriculum
theory’ (ICT) an approach that echoes the post-orientalism needs, decolonizing Modern
Western Eurocentric counter-dominant perspectives from the endless platforms of theepistemologies from the South – thus avoiding distortions, misappropriations, andproduction of ‘nonexistences’ from the coloniality of the Western-oriented international
avenues. I advocate for another alternative way of doing theory and research, a nonderivative and non-abyssal commitment, a theory of just translation, a post-abyssal
momentum. A decolonial turn.

Keynote Speech BJoão Paraskeva
Professor
Educational Leadership and Policy Studies
University of Strathclyde, the U. K.
BioJoão M. Paraskeva is a Mozambican-born public intellectual - pedagogue, and criticalsocial theorist. A former literacy, middle, and high school teacher in Southern Africa. He iscurrently a Full Professor of Educational Leadership and Policy Studies at the Universityof Strathclyde, Glasgow, UK. He was the founding chair of the Department of Educational
Leadership and Graduate Program Director of the Doctoral Program in Educational
Leadership and Policy Studies at the University of Massachusetts Dartmouth. He was also
an honorary fellow at the University of Wisconsin Madison, Visiting Professor at the
University of La Coruna, Spain; the University of Cadiz, Spain, Federal University ofPelotas, Brazil; the University of Florence, Italy; and Miami University, Oxford, Ohio. He
is the founder and senior editor of the 1st open-access peer-reviewed curriculum journal
Curriculum Sem Fronteiras.
Paraskeva championed the post-abyssal turn in the field and the struggle against theepistemicides, advocating an itinerant curriculum approach as the future for the field’stheory that needs to embrace the world’s epistemological difference and diversity. His
itinerant approach ‘offers us a truly provocative political treatise, which courageously
widens the field's epistemological possibilities’ (Darder, 2021), advancing a ‘newconceptual grammar and language’ for the field (Jupp, 2017). ‘With the term epistemicide,
Paraskeva enacts the call for new languages for curriculum studies’ (Schubert, 2017).
Through his work, the field is flooded with a new semantic – ‘epistemicides,’ ‘reversive
epistemicides,’ ‘critical curriculum river,’ ‘generation of utopia,’ ‘curriculum involution,’‘curriculum imparity,’ ‘curriculum mechanotics,’ ‘curriculum occidentosis,’ ‘curriculum
exfoliation,’ ‘curriculum isonomia,’ ‘curriculum ecology,’ ‘momentism,’ ‘curriculum
disquiet,’ ‘theorycide,’ ‘curriculum abyssality,’ ‘indigeneoustude,’ ‘among others.’

Keynote Speech BJoão Paraskeva
Professor
Educational Leadership and Policy Studies
University of Strathclyde, the U. K.
Drawing from a myriad of disciplinary rivers within and beyond the Western Modern
Eurocentric epistemological matrix - including political science, policy studies, sociology,
philosophy, history, cultural studies, classic and modern literature, and literary studies,
Paraskeva developed and jazzed different strands within critical, post-structural,
decolonial, and anti-colonial approaches advocating alternative ways to think and to do
curriculum theory alternatively. His approach triggered special issues in journals,
symposia, articles, book chapters, reviews, and edited volumes. The critique refers toParaskeva ‘as one of the most exceptional scholars writing in the curriculum field today’(McCarthy); ‘Undeniably one of the most acclaimed curriculum theorists in the world
today’ (Autio)
He is a very prolific public intellectual. His work has won prestigious awards and has
been translated into nations such as South Korea, China, Finland, Greece, Spain, Argentina,
Chile, Mexico, Brazil, Angola, Argelia, and Portugal.

Suncheonman Bay•••

Registeredin the Ramsar Convention
A wintering and habitat forinternationally rare birds
One of Korea's natural tourist attractions

Keynote Speech C
Seungho Moon
Professor
Teaching & Learning Program
Loyola University Chicago
Autobiographical Inquiry in “Asian” Context:
Trends, Issues, and Possible Future Directions
This keynote speech is about the current trends and future directions of autobiographicalinquiry, which is both a mode of qualitative inquiry and a literary genre. There are two
major different approaches for doing autobiographical inquiry: humanist versions of
narrative inquiry and poststructuralist versions of autobiographical theorizing. During thiskeynote speech, Dr. Moon provides an overview of these two approaches and introduces
the cutting-edge issues in autobiographical inquiry. The most commonly used forms of
autobiographical research in educational practices are humanist, phenomenologicalversions of inquiry. This approach is mainly defined as a study of narrating individual
students’ and educators’ experiences. According to the humanist versions ofautobiographical inquiry, interpreting social realities and lived experiences through stories
are key elements. Self-reflection and keeping reflective journals are major tools of selfunderstanding. In contrast the poststructuralist versions of autobiographical theories positthat autobiography cannot be seen as a singular, transparent, and linear story (Miller, 2005).
This approach assumes that self-reflection does not guarantee self-awareness because
subjects are not fully conscious, and identities are constantly shifting (Miller, 2005).
Doing autobiographical inquiry needs to be used to trouble the fixed stories that neglect
the social, cultural, and historical moments and discourses in which subjects are working.
It aims to challenge grand narratives that ignore discursively constructed identities.
Autobiographers investigate multiple versions of stories as “representative of normativeand historically specific social constructs” of race, ethnicity, nationality, gender, sexual
orientation, or the identity category of subjects (Miller, 2005, p. 51). The singularity ofstories and experiences closes possible doors to multiple, complicating, odd, and abnormal
stories and identities.

Grounded upon these poststructuralist versions of autobiographical inquiry, Dr. Moon
theorizes his life journey of one qualitative researcher with “Asian” heritage. His
autobiographical narratives are situated with/in “Asian” qualitative inquiry, which isalways complicated, unpredictable. Crucial questions include, what is “is-ness” with/in“Asian-ness” in the theorization of “Asian” qualitative inquiry? What is the role of “Asian”
researchers if the “is-ness” of Asian-ness is an illusion and thus political, cultural, anddiscursive constructions. He utilizes Taoist epistemology of nonduality, flowing like water,and being/nonbeing co-reliance to navigate this tension of Asian-ness or some different
formats of “centering” Asianness in the advancement of qualitative inquiry in the “Asian”
context. Furthermore, Dr. Moon invites the audience to create a new version of
autobiographical inquiry based on Asia’s complex, multi-layered, discursively constructedsubjectivities and realities. For example, he articulates his autobiographical narrative to
examine complicated, chaotic ways to navigate tensions in theorizing multiplicities of“Asian-ness.” For example, how do autobiographical researchers initiate the conversationon co-existence and co-reliance of being? The Chapter 11 of Do-Deok-Gyeong inspires
the beauty of emptiness and being-nonbeing nonduality: “Thirty spokes are united aroundthe hub to make a wheel [三十輻共一], But it is on its nonbeing that the utility of thecarriage depends [當其無, 有車之用]” (Chan, 1963, p. 144). What new discourse can becreated and shifted if Taoist epistemology offers a frame that cannot be institutionalized
such as research methodologies in any format? Overall, the audience of this keynote
speech will have the opportunity to examine multiple versions of autobiographical inquiry
and destabilize “Asian-ness” within a sociopolitical context.

Keynote Speeches
Seungho Moon
Professor
Teaching & Learning Program
Loyola University Chicago
Bios
Dr. Seungho Moon is a Professor of Curriculum Studies at Loyola University Chicago.
Dr. Moon is a cutting-edge researcher who extends and shifts educational discourses
through innovative scholarship, engaged service, and transformative teaching. He
published three peer-reviewed books The Flows of Transnationalism: Questioning
Identities and Reimagining Curriculum (Moon, 2022), Three Approaches to Qualitative
Research through the ARtS Initiative: Narratives of Teaching for Social Justice (Moon,2019). He co-published The Curriculum Foundations Reader, addressing historicalanalysis on major curriculum issues, including choice, resistance, voice, and language(Ryan, Tocci, and Moon, 2020). This book received a book award from the Society ofProfessors of Education (SPE). Dr. Moon published more than 40 scholarly works,
including 30 peer-reviewed journal articles, encyclopedia entries, peer-reviewed bookchapters, and book reviews. He challenges Eurocentric, patriarchal approaches in favor ofinnovative educational inquiry grounded in the humanities. Notably, he analyzes
indigenous epistemology in order to provide multiple perspectives on such key educational
issues as self-other relationships, social transformation, and creative modes of teachinglearning. Dr. Moon also has promoted cross-cultural conversations in education byreferencing East Asian philosophy. At Loyola University Chicago, Dr. Moon has enacted
his passion for mitigating social injustice by advancing university-school-community
partnerships. Dr. Moon serves as a Board of Director (2023-2026) for the Society ofProfessors of Education (SPE), an international board member for Educational Philosophy
and Theory, and associate editor for both Multicultural Education Review and The Journalof Qualitative Inquiry. He was the chair of AERA's Confucianism, Taoism, and Buddhism
in Education (CTBE) SIG (2020-2023). Seungho grew up in South Korea and studied
philosophy (minor in theology), educational foundation, and curriculum & pedagogy. He
earned his doctorate in the department of Curriculum & Teaching at Teachers College,
Columbia University.

Presidential Invited Sessions
Posthuman Qualitative Research (English session)
Alexander B. Pratt (Chair)
Assistant Professor, Pennsylvania State University
Jerry Rosiek

Professor, University of Oregon
Mary Cartee
PhD Candidate , University of Oregon
Kevin Donley
Post-Doctorate ,Georgetown University

Art-based Qualitative Research (Korean session)
Jaeseong Jo (Chair)
Assistant Professor, Gwangju National University of Education
Minyoung Yang (Chair)

Gwangyang high school

Presidential Invited Session A

Chair : Alexander B. Pratt
Assistant Professor, Pennsylvania State University
Presenters :Jerry Rosiek, Professor, University of Oregon
Mary Cartee, PhD Candidate , University of Oregon
Kevin Donley, Post-Doctorate ,Georgetown University

Posthuman Qualitative Research(English session)
Introduction to the Session:
There is a vast literature on the side effects of educational policies and practices
grounded in critical and postcritical philosophy. This includes scholarship on "hidden
curriculum," (Jackson, 1968; Anyon, 2008) and "null curriculum," (Eisner, 2002;
Sabzalian et al., 2021). It includes research on the unanticipated material effects ofpolicies, such as the way desegregation of U.S. schools eliminated jobs for Black teachers(Madkins, 2004; Tillman, 2004). Such social "side effects" raise profound questions about
researchers' responsibility for anticipating and tracking, not just discreet unintended
impacts of education practices or policies, but also the way that practice, policy, and evenresearch design contributes to the reproduction of broadly distributed social ills.
Over the last 2 decades, a new assemblage of theoretical frameworks often referred to as
posthumanism (Barad, 2003; Braidotti, 2019) has emerged that seeks a more affirmatively
responsible practice of reflexive inquiry; one that treats ideological, subject, material, andother relational effects, not as ancillary concerns, but as part of the purpose of practice,policy, and research.
This session will provide a conceptual inventory of the growing number of empiricaleducational studies influenced by posthumanist philosophies. The review will beorganized around the questions: (1) How do these distinct genres reconceptualize theconsequences of education practice and policy? And (2) How do these studies expand ourunderstanding of the axiology of education research generally?
Circumscription of the Topic

The review will include studies that self-describe as posthumanist (Kuby et al., 2018),
new materialist (Snaza et al., 2016), postqualitative (St. Pierre, 2016), and multinaturalist(Latour, 2011. Themes prevalent in this literature include, but are not limited to, an interestin non-human agency, ontologically generative effects of inquiry, imagining new social
futurities, affirmative forms of social analysis, and the co-constituting relation betweensociality and materiality. Also included are studies influenced by Indigenous philosophies
which have a long history of acknowledging non-human agency (Bang & Marin, 2015;
Garroutte & Westcott, 2013; Marker, 2016) and by postcolonial theorists who call for
more politically visionary and ontologically generative social analysis (e.g., Mbembe &Meintjes, 2003; Weheliye, 2008; Wynter & McKittrick, 2015).
Preliminary Analysis
The first set of analyses will be organized around the methodological terms used in the
research literature itself. The second part of the review will be organized using acontinuum ranging from what we call descriptive posthumanist studies to enactive
posthumanist studies that spans these different methodological types. Descriptive
posthumanist studies provide accounts of the complex protean relation between methodsof measuring and interpreting educational phenomena and the holistic consequences of
those ways of knowing but do so using familiar practices of research representation (e.g.,
Dixon-Roman, 2017). In contrast, enactive studies provide speculative analysis of
educational processes that function as performative acts whose purpose is to intra-activelytransform the relation of the knower and the known (e.g., Springgay, 2019). In this way
the ethical and political significance of enactive studies lie in the qualities of the present
and future relations it makes possible.

Seonam Temple•••

Founded in 527.
Listed as a UNESCO World Heritage Site
in 2018
1500-year-old temple and valuable
cultural heritage can be seenPresidential Invited Session B

Chairs :Jaeseong Jo
Assistant Professor, Gwangju National University of Education
Minyoung Yang
Gwangyang high school

Art-based Qualitative Research(Korean session)

Introduction to the Session:
Artistic qualitative research is also called arts-based research. This type of research isdifferentiated from basic qualitative research in that the researchers use artistic activities
as a main research tool to try and understand the phenomena and meanings of social
science based on their insights along with the expressive, aesthetic, and sensitive forms ofart.
Artistic qualitative research is unique in that extremely diverse fields and techniques
coexist in the research, including literature, music, art, movement, and drama. For instance,graphics and images can be used instead of writing to expand the interpretations of thereaders. Play and drama styles can be used to show the internal consciousness and acts ofa community more clearly. Even paintings, cartoons, and movies can be used to offer avenue for discussions and debates about academic concepts. Artistic qualitative researchgoes beyond the boundary of old qualitative research to collect and analyze colorful data,and present outcomes. They can propose new insights and interpretations of alreadyknown topics or discover hidden research topics and meanings in each field, having the
expectation of developing into an important research tool.

As for the Korean values of artistic qualitative research, scholars can promote a newunderstanding among readers as they make an inquiry into the social phenomena theycapture in the forms of various artistic genres and provide research results. Korean
researchers are accustomed to daily, non-verbal, and visual media of expression, but they
have had difficulties with conducting a research and analyzing data since the research fieldis thoroughly restricted to language in terms of research forms and grammar. It was hard
to find cases that used a non-verbal medium as a style for research reports and papers.
Artistic qualitative research, however, applies the methods and forms of diverse genres ofart to the inquiry process and presentation of a phenomenon and provides the effects ofunderstanding, interpretation, insight, and communication based on non-verbal media as
research results.
This session will allow researchers to share all the content they observe and create basedon free artistic styles and break down a boundary between art and social science in the eraof fusion. They will benefit from a chance to be born again as a qualitative researcher
capable of talking about life through art while discovering and investigating the mainconcepts of learning with art.

Special Session
Chair : Kevin Wai Ho Yung & Chun Zeng
The Education University of Hong Kong

Qualitative Research beyond the West: China/Hong Kong
(English session)
Qualitative inquiry has been gradually accepted and respected by scholars as an importantresearch approach around the world, including China. Over the years, qualitative inquiry
has been widely used in the fields of education, sociology, anthropology, linguistics,
psychology, nursing, management, political science, religion, etc. Recently, qualitative
studies from various parts of China have become more visible in academia, which shows aflourishing development of qualitative research in the Chinese context.
Scholars have employed a wide variety of methodological approaches to conducting
qualitative research in China. Creswell and Poth (2018) compares five classic approaches
for qualitative inquiry, which are narrative inquiry, phenomenology, ethnography,
grounded theory, case study. These approaches have been frequently adopted in the
Chinese context. In addition, oral history, autobiography, critical theory, discourse analysis
and many others are widely utilised in different disciplines. In recent years, thedevelopment of technology has promoted the emergence and usage of diverse innovative
qualitative research methods, such as netnography, photovoice, and participatory
filmmaking (Phillipson & Hammond, 2018; Wiles, Bengry-Howell, Crow & Nind, 2013).
It is noticed that more scholars are using these new valuable tools to gain a deeper
understanding of the meaning that Chinese people attach to their experiences and explore
a wide range of social and cultural phenomena in China.
As China continues to play an increasingly important role in research round the world,
qualitative inquiry concerning the contemporary Chinese socio-cultural context will havea wide impact on academia worldwide. This panel is for scholars to share their research
conducted through qualitative approaches in the Chinese context and for anyone who
would like to learn more about qualitative inquiry in different parts of China, including
both its urban and rural regions in the mainland, as well as special administrative regionsof Hong Kong and Macau.

Call for Papers in Asian Qualitative Inquiry Journal

We invite submissions for the 1st issue of Volume 2 of Asian Qualitative Inquiry Journal (AQIJ) which will be
published on June 30, 2013. AQIJ provides an interdisciplinary forum for qualitative methodology and related
issues in the human sciences. It publishes original peer-reviewed analyses which individually and collectively
found new Asian research and discourse informed by Asian philosophies, epistemologies, ontologies, cultures,histories, and experiences.
Submission deadline: April 30, 2023
Publication date: June 30, 2023
All manuscripts should be sent to aqijjournal@gmail.com

The scope of AQIJ

1. History, Philosophy, and Asian Values
This area focuses on research that (re)evaluates and examines elements of worldview, ontology, andepistemology that are embedded in the histories and philosophies of Asian countries, regions, andjurisdictions. Studies in this area may discuss elements, ideals, and beliefs of Asian history andphilosophies being compared to those in the West.

2. Life, Culture, and ethnography
The focus of this area is research on describing and interpreting the various forms of the lives of Asianpeople from ethnographic perspectives and methodologies. Studies in this area may focus on describing thedifferent ways of Asian peoples and discussing how it differs from how Asian peoples have been
represented, perhaps by those in the West.

3. Children, family, and Development
This area focuses on research that understands how Asian children are cared, raised, and disciplined bytheir parents, extended families, and societies. Research on this area may investigate the socialization
process of Asian children, Asian parents’ child-raising practice culture, and the traditional and changing
ecology of the developmental environment of Asian children.

4. Schooling, Shadow Education, Trans-boundary Learning culture
The foci of this area include research that explains how Asian students are educated both in public
education and shadow education sectors. Research on this area my focus on understanding the public
education system (policies, curriculum, and selection process) and its ideals, cultural elements of shadow
education practices, and Asian students’ learning culture as trans-boundary learning.

5. Migration, Multiculturalism, and Changing Identities
The focus of this area is on research that explores the impacts and dynamics of migration and emigration of
Asian peoples. Research in this area may investigate how and why Asian people migrate within and beyond
Asia; how their migration changes Asian societies and the identity formations of the people.

6. Women, Race, and subaltern studies
This area invites research examining under-represented, marginalized, and subalternized lives of people inAsia. Studies in this area may reveal cultural and institutional domination and/or the oppression of underrepresented groups of people; we also invite studies on how Western forms of marginalization isinterpreted, and perhaps practiced in Asian societies; additionally, welcome studies that reveal Asian
forms of marginalization in terms of culture and history.

7. Asian I, and autoethnography
The focus of this area includes studies that investigate subjectivity of Asian people, and subjectivity
formation. Research on this area may discuss how “I” is conceived by Asian people and how theirperception of “I” interact with that of “we”. Also we invite studies that theorize methodologicalapproaches to investigate Asian identity and subjectivity, as well as different ways of conducting(auto)ethnography.

8. Fieldwork, Representation, and Politics of Writing
This area focuses on how to conduct qualitative inquiry in terms of conducting fieldworks, and issues ofrepresentation of qualitative inquiry on/about Asia and its peoples. We invite studies that discuss or invent
Asian ways of conducting qualitative research in terms of collecting and analyzing data as well as
writing. We also invite conceptual and theoretical discussions on the limitations and politics of using
Western languages such as English for qualitative inquiry in Asian contexts.

9. Ethnic studies, Post-Orientalism, and Post-West researchStudies on this area include discourse of ethnic studies that goes beyond Western epistemology andworldview. Research on this area may discuss the ethnicity of Asian people, social formation and change ofthe ethnicity that are informed by post-Orientalism and post-West epistemology and worldviews. We invite
research that seeks theoretical and methodological advancement of qualitative inquiry in Asian context
and beyond.

10. Brave New Asia and Leading Trends
Studies in this area aim to produce Asian knowledge, concepts, and theories that are based on cultural andhistorical phenomenon of Asia. Such knowledge and theories would provide scholars with intellectual
grounding for Asian people to understand and explain Asian phenomenon. It requires “brave thinking andresearch praxis” as it begins from challenging ‘Orientalism within us’. This area of study would
eventually open new research trends for Asians. Asian research, thus, can stand bravely without relianceon the knowledge and theories of the West.

11. Asia as Discourse
The last, research goal of AAQI is to found new research discourses to consider ‘Asia as discourse’. Asia
as discourse means that Asia can be considered as a source of new discourse, i.e. studies in Asia in itself
are discourses. Studies under this theme are to develop new academic discourses in terms of research
themes as well as research methodologies. Working for ‘Asia as discourse’ is to produce academic spaces
where Asian history, culture, and contemporary phenomenon are considered as original and valuable, notinferior to those of the West.

Co-Host

Asian Qualitative Inquiry Association

Sunchon National University, South Korea
For more information, Please contact
Jung, Jung-Hoon(Pusan National University, South Korea
dalinwill@gmail.com
Kevin Wai Ho Yung(The Education University of Hong Kong)
kevinyung@eduhk.hk
Jo, Jae-Seong(Gwangju National University of Education, South Korea)
luckyjojae@naver.com
Xiaohi Li(Jiansu University, China)
lixiaohui@ujs.edu.cn