A Conversation with Sandra Faulkner

Dr. Sandra Faulkner talks to us about inclusive pedagogy, transforming the energy in classrooms, concrete steps to building relationships with students, and poetry as a way to portray learning experiences. Sandra is known for her work in qualitative methodology, poetic inquiry, and the relationships among culture, identities, and sexualities. Dr. Faulkner is a Professor of Communication at Bowling Green State University.

To cite this episode:
Persohn, L. (Host). (2021, May 25). A conversation with Sandra Faulkner. (Season 2, No. 1) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/D656-FF17-6D1C-A7FF-5815-K

Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

Transcript

Lindsay Persohn: 0:00

In education research has a problem. The work of brilliant education researchers often doesn't reach the practice of brilliant teachers. But the questions and challenges from teachers practice sometimes don't become the work of education researchers. Classroom caffeine is here to help. In a new episode every other week, I talk with an education researcher or a classroom teacher about what they have learned from their work in education, and what questions they still pursue. This week, Dr. Sandra Faulkner talks to us about inclusive pedagogy, transforming the energy in classrooms, concrete steps to building relationships with students, and poetry as a way to portray learning experiences. Sandra is known for her work in qualitative methodology, poetic inquiry and relationships among culture, identities and sexualities. Dr. Faulkner is a Professor of Communication at Bowling Green State University. For more information about our guest, stay tuned to the end of this episode. So pour a cup of your favorite morning drink. And join me your host, Lindsay Persohn. For classroom caffeine research to energize your teaching practice. Sandra, thank you for joining me. Welcome to the show.

Sandra Faulkner: 1:39

My pleasure.

Lindsay Persohn: 1:41

So I have a few questions for you today. From your own experiences and education. Will you share with us one or two moments that inform your thinking now?

Sandra Faulkner: 1:51

Sure. I've been thinking a lot about empathy and inclusion in education. And so I want to share a story from when I was in elementary school. In the third grade, I was in the lowest reading group, I was really slow to learn to read. And that year, my teacher Marcia Elkins worked with me on reading during recess. And so I gave up recess for I mean, it feels like the whole year, it might have just been a few months to work on reading. And I moved from the lowest to the highest reading group that year. And I guess that she saw potential in me, I know that I'm grateful for that attention and care. And I use this example because I've tried to think about this attention and care in my own teaching practices. And in particular, I became a better teacher, when I dropped ideas of who I thought I should be in the classroom, and really focused on my strengths and my training as a communication scholar. So it really went back to interpersonal communication skills.

Unknown: 3:07

And so I tried to reach out to students who I know are struggling. And I am a real person with flaws and opinions. And my students see that. And I've had many students thank me for being human. And that's some of their words that they use. And especially in this last year teaching during the pandemic, deadlines in my classes really became fluid. And, you know, we all had so much or still have so much to hold, and a lot of individual and collective trauma to work through. And I think it's, you know, some of these moments thinking about earlier teachers that I had, who were there, right for me who, right, were human who saw some kind of potential, and I tried to bring that into my classroom. I also want to talk about some recent focus groups that I conducted with some students about inclusive and welcoming teaching practices. And what they share is that they need personal connection with their teachers. And so what was most important was instructor characteristics, instructor behaviors, instructor practices. And so let me let me talk about this idea of inclusive pedagogy. We're hearing so much about it. But I want to talk about what it means in my classroom and hopefully, some of what I share can give others some ideas as well. And when we think about inclusive pedagogy, what we're really doing is challenging normative classroom structures and practices and curricula, all those things that we think we need to be to focus on ways that we can actually empower our students and particularly marginalized student populations and these kinds of practices inclusive pedagogical practices enable both instructors and students. Right I see it it's a reciprocal relationship to create co create a supportive classroom environment where every single student has equal access to knowledge. And what we found during focus groups with students is that the relationship between students and instructors was paramount. So instructors who used more immediate and supportive communication behaviors were seen as more welcoming and inclusive. And so then, you know, the question is, well, what is it that instructors do to make students feel welcome. And what I'm about to share goes for face to face and virtual classrooms, because I know many of us have been teaching online. So we want to focus on the use of immediate behaviors, which are verbal and nonverbal behaviors that we use to demonstrate warmth, and closeness, and they really show that we're approachable and available for communication. Right. So then students will reach out to you if they have a problem, they will visit office hours. And teacher immediacy really can enhance learning it motivates students, it keeps them engaged in the classroom, and our use of immediacy such as humor, self disclosure, and complimenting students. Okay, so here's some behaviors that we can do affects students perceived and effective learning. So they'll both report Well, you know, I think that I'm learning a lot and you know, they are actual learning. And so, as instructors and teachers, we should focus on both verbal and nonverbal immediacy. And you know, verbal immediacy includes referring to students by their names, asking how students are doing using correct pronouns, giving students the opportunity to articulate their thoughts and opinions. Nonverbal immediacy behaviors include things like making eye contact with students, and you can, you can still do this right via zoom, you know, you can do some of these behaviors, if you're teaching asynchronously, if you think about making, you know, small instructional videos, right. So you can still engage in these behaviors, even if it's not face to face. And so, a welcoming and inclusive classroom means centering students experiences, their identities, their concerns, and being a reflexive and responsive instructor. And as I, you know, I've been trying to emphasize focusing on that interpersonal relationship. And so, I've tried to be an inclusive teacher, through using art based research assignments, and particularly including the idea of poetic inquiry, which I can talk about, you know, a bit more later, as well as really reflecting on teaching practices. And so, you know, that means embracing some of the limitations of what I know about a particular you know, topic, and really think about the ways that my perceptions of gender identity, race class, right, how that impacts things in the classroom. And this reflexivity, which is, you know, thinking about yourself as an instructor thinking about, you know, how students perceive you, is really part of transforming the energy in a classroom. And understanding that this idea of power because we can talk about power, and you know, what, what teachers might have power over students, but starting to think of it more as a reciprocal process in the teacher student relationship. And so we write this instructor should take that lead and creating that, and since I had, you know, talked about power, the idea of transforming power occurs when students feel like their input is valued, like what they have to say matters when they're treated as capable and valued individuals. And so many students in these focus groups kept mentioning, they just wanted to write they wanted their opinions to be heard, they wanted to be seen as valuable and that their opinions mattered. That was something that that came up over and over and I want to include a quote, One student said that they felt included when instructors are kind, and they treat you like a person rather than just another number. And so again, that goes back to that interpersonal connection. And that's what they appreciate and what makes them feel welcome and included in the classroom space. And so I can talk a little bit more about that idea of transforming power. And I had mentioned the idea of being reflexive in the classroom. And there are some questions that I like to ask myself at the end of, you know, a semester when I try to think about what how to, you know, how did this particular class go? And, you know, one of those questions is, you know, in what moments was the power transformed, and the energy felt reciprocal. And I usually can kind of pinpoint a few moments in a class, when that happens. And so, you know, how is it also that I can show immediacy as a teacher, right, at the same time that I'm focused on instructional outcomes, right, so I might want to be personable, and show immediacy, you know, at the same time that I have certain course objectives and outcomes, right, that I need to focus on. And, you know, I still think about these questions. And, you know, I try to listen to students every semester. And, you know, with more teaching experience, I've just figured out, it's been 26 years, right, that I've been teaching in higher education now. And, you know, with promotions, I was promoted to full professor in 2016. So in some ways, some of the immediacy behaviors are a bit easier, right? And that I've had experienced, and so I can decide what to disclose, right, I can just decide how personable can I be with this particular class. And so I will use disclosure when it benefits a particular student, or it will highlight a particular point in class. For instance, in my undergraduate relational communication class yesterday, we were talking about breaking up. And so, you know, we're talking about unilateral bilateral breakups, and for some reason, you know, then I, you know, disclosed that and all of the long term relationships that I had had, that I was the one that broke up, right, so, and I felt comfortable doing that. And so then we had a conver, you know, it led to right, some meaningful conversation along those lines.

Lindsay Persohn: 12:09

Sandra, you've shared with us so many important points already. And one thing that I want to just be sure to sort of pick back up on is this idea of, of course, relationships, it comes up so often in the conversations that I have on this podcast, but I think that one way your your comments about relationships is so different than than we often talk about in education is that you're giving us these really concrete ways to think about talking with students making connections with them. And specifically, you mentioned humor, self disclosure, and what was that third thing? I didn't quite get it?

Sandra Faulkner: 12:47

Oh, complimenting students complimenting Yes. A bit.

Lindsay Persohn: 12:53

And the reason I wanted to be sure to come back and pick up that word, I didn't quite get it in my notes. And I think that, you know, I'm always looking on this podcast to give teachers something that they can think with today, something they can start doing in their classroom tomorrow. So I think that those aspects of creating that relationship thinking about humor, thinking about, you know, how much do you share about yourself with your students to make that connection. And giving them compliments is such a really wonderfully concrete way to think about how we can shift power in classrooms and how we can really build those meaningful connections with students. So I really appreciate you giving us the concrete ways to think about that. What else do you want teachers to know about? Your research,

Sandra Faulkner: 13:39

um, I have some other research but that I would like to talk about related to poetic inquiry. But going back to this inclusive classroom project, there's some other really concrete strategies that teachers can engage in. And students also liked to have instructors introduce themselves before the class began. So when you think about teaching practices, things that you might have on a syllabus that right you might, you know, Lesson Objectives. Students wanted to have that be personable as well. But so many of mybefore the semester always begins, I send out a brief survey, kind of a getting to know you survey and so I have questions like, you know, what, what do you prefer to be called? And I also have some questions about learning strategies. And so since I've been teaching, you know, synchronously online, I had some questions What should I know about you in online learning? You know, are there some anything that I should know that would help me to be a better instructor? You know, I also have questions. Is there anything that I need to know about you that would help me as an instructor there and you know, in that space and students can write, you know, special concerns that they have, I gained a lot of information just with those questions, which then helped me to think about assignments that I was going to do for this semester. And so, that's something really easy that that instructors can do teachers can do beforehand as some kind of getting to know you survey. The second thing that students really wanted was the idea of flexibility and assignments, and they weren't actually saying, Oh, well, you know, just give me an A, or, you know, don't have you do the assignment. But for some students, you know, certain accommodations with disabilities, for instance, or, you know, maybe, you know, a certain topic was going to be difficult. So maybe there's something else that a student could do. And, you know, the really key for that flexibility is being able to work with the student, you know, with some of those, and I've altered, right, some assignments to fit right, some student concerns, and still was able to meet my, my objectives. So, again, these focus groups were just fascinating, because students weren't saying, Oh, well, you know, just give us As, they were saying, you know, here's ways that you can help me learn and again, that feeling connected. And so, you know, I had talked about, you know, the nonverbal, verbal immediacy that happens throughout. And again, just have instructors think about being approachable. So then students can come to you throughout the quarter throughout the semester, and be able to talk with you, right, so then then you're able to keep it a dialogue. So that was some important research, right, that I've done recently, which has just been fascinating. And you know, I have a, a sheet of practices, like a table that I can give you later, maybe we can put it on the website, teachers can download it or take a look at it. So I'll be sure to do that.

Lindsay Persohn: 17:09

That would be wonderful.

Sandra Faulkner: 17:10

You know, as you might guess, about my research, it's really integral to my pedagogical practices. And so I've done a lot of research on family stories and motherhood using poetry. And this influences my teaching practices and assignments. You know, I really believe that students should relate personally with course material in order to be engaged learners. And what this means is helping students find compelling subjects to engage their personal interest, right through class readings that go beyond just text readings. And, you know, so I regularly use discussion questions and relevant media. But you know, I also use poetry and fiction and stories and podcasts and Tik Tok videos. And students really respond to this. So I've moved, right, in particular, to doing some poetry exercises that work well. And so when I've taught relational, and family communication, I've had undergraduates interview family members about about family stories. And then they'll present those stories, right, through poetry through images. And sometimes students at first are a little reluctant, because it's not a traditional research paper. But they said, Oh, you know, I found out all these fascinating things about you know, my family, and, you know, that I didn't know before. And then at the end, you know, some of them had these beautiful poems and, and images that they were able to even like, share with their family. In my graduate course, this semester, was teaching a relational communication course, my students engaged in a poetic Portrait Project. And so what happened is that I teamed up with a colleague in gerontology. And we interviewed older adult women, so older 60 Plus, about their relationships, right through the life course. And my graduate students sat in on the interview, and then they transform that interview into a poetic portrait, right, so a rendering of the woman's life story, in verse. And then they gifted, right, this poetic portrait right back to the interviewees. And first of all, um, you know, many of them were like, I don't I don't know about this poetry thing. Now, obviously, I walked them through. That's part of you know, this has been a research methodology that I've embraced and that I use in my own work. And so we've worked them through walk them through that, but But the poems that they they came up with were just amazing. And they really captured these important moments in these women's lives. And you know, so many of them are like, Oh, this isn't me, I this is a keepsake I can't wait to write share this right with others, my undergraduate students engaged in in another community engagement project, this term that was called intergenerational connections. And the students met with older adults and a long term care facility of via zoom for dialogue about close relationships. And so the students worked in small groups of four to five to develop questions for the dialogues about relationships, right with their older adult partner. And then they engaged 4, 75 minutes sessions, right, that were spaced throughout, they were actually they were the first Thursday of the month, right, throughout this semester. And, you know, I used course, material and readings to cover material on older adults and social support and relationship processes, right, talking about social networks, and friendships and romantic relationships. And I had a consulting faculty member in gerontology come to speak, right with my students about working with older adults. And really, the purpose of this project was to have students critically engage with stereotypes and expectations about older adults, right through the class readings, through our discussions, but particularly through that interaction with an older adult partner. And the students, you know, were able to share their experiences with someone from a different cohort. And then, you know, they got to hear an older adults perspectives on you know, friendships, family, relationships, romantic relationships, it was pretty amazing. And, you know, we had to work out some things, since it was via zoom, you know, a few of the participants had some hearing issues. So we had to, you know, kind of work with that, you know, we found out during the first dialogue, it worked better if we sent questions ahead of time, and they were able to like screen share them. I mean, we, you know, we worked through some of that, but we still through the zoom, they were still able to have these, like meaningful dialogues. And, you know, a lot of research has demonstrated that, you know, the interaction with older adults is really what can challenge and dispel some of those stereotypes, and using the technology to facilitate the interaction really, positively impacted the students attitudes. Now, some of them had some experience with older adults, but many of them really didn't. Or they said, You know, I never really got to talk about romantic relationships, or, you know, my person, We'd like some of the same movies, right. And, you know, they got to, you know, talk about meaningful things. And, you know, at the end of this, the students completed for the reflection journals after each dialogue, to, you know, talk about what they learned with interacting. But this project was something I'm really proud of, I probably will continue trying to do something like this. But it really engaged students, I think it taught them something about relationships that they would get, you know, more than just reading course, material or hearing me lecture about it. So those community based projects that I did, and particularly right, though, the poetic portrait, the intergenerational connection projects, these really helped students articulate the connection between their everyday experiences and course, material. And so it was challenging for some students to learn in this way. You know, some of the students talking with the older adults were, you know, a little bit weird, like, well, you know, I don't know, I don't know, how do we do this? And that was why I had them come up with a list of questions. And then finally, some of that near the end of some of the dialogues, they were able to have conversations, right? Because, you know, and kind of go beyond write some of the questions and for the students who are doing the poetic portraits, a lot of them were a bit insecure about right, their abilities to come up with some of you know, these these poetic portraits. But then they did it. And I think this goes back to listening to students complementing that, right. So I was very sure to be like you all are doing an amazing job. Right? And you can hear that in right the reactions, right with the community members that you've been working with. So I intend to keep developing right, these community based projects, these art based research projects, and particularly, you know, the use of poetries, since that's my expertise, because I feel like they do appeal to the most students. So even if they're a bit, you know, unsure at first and some of that's because, you know, there's certain curricula that's has always been in place. And so you know, this isn't seen as maybe academic work or, or right research or right, this is this teaching. And so you know, I lead them there through it being you know, it's pretty structured. Right to help them along.

Lindsay Persohn: 25:32

Sandra, I want to pick back up on this idea of building relationships online. Of course, in the, in the beginning of your talk, you shared a lot with us about how to build relationships with students. But I'm wondering how that relates to the ways that your students built relationships with, with the people they were interviewing online, did you see some like transference of ideas? Did you see them sort of doing the things that you do? Or? Or was there maybe another set of discoveries? This? So the reason I'm asking this question is that I know, in my classes right now, my students are working with children online and learning how to build that relationship with them. So I'm just wondering if there if there's more here to say about how we can show these kinds of behaviors to our students, so that they are able to build a personal connection with folks that they may have never met in person? You know, but how do we how do we get to a place where we have that, that relationship that I think, you know, a year plus ago, who would have thought you could only get to in person, but I think we're learning that there is a way to build relationships online? So I'm hoping that question makes sense. And wondering if there's any more to add to that, that might be able to support anyone who might be kind of novice in this online world as to, you know, how do we get there? How do we build that relationship?

Sandra Faulkner: 27:00

Sure, That is an interesting question. And at first, my students were a bit hesitant. And after the first journal, I could see they hadn't really connected as much with their person, and you started to see over time. And now that you asked me that question, the skills are the same that it might be in a face to face conversation. So how is it that you show that you're listening to someone you can see some of those those cues, but you might have to use some more verbal indicators, right than you would if let's so if, you know, someone happens to have their video off, you might have to write, so some more nonverbal kinds of communication that are I'm sorry, verbal communication, right? That way. And I just kept reminding students, this is like having a conversation. So what is it that you do and many students are used to conducting some relationships online. I mean, many of my students had talked about, you know, during the pandemic, they had FaceTime chats with their friends, right? Or right, they would use some other kind of right technology to you know, keep up with groups of friends. And so we would talk about that, and I would try to translate Okay, well, the same things that you're doing there, right, you can do with right, the your dialogue partner. It's like a conversation, you all can talk about all kinds of things, right. I mean, obviously, we they were asking questions about relationships, but you're trying to get you don't have to be so formal with it. Enjoy, right getting getting to talk, and I think once they kind of relaxed into it, then you could see there were some that were really sad that their time with their conversational partner was over. So that would be my advice, is to think about some of the and of course, some of the students aren't as used to necessarily having face to face conversations, or they don't pick up the telephone. I mean, that was, that's, that's interesting, like, how is it that you you keep in touch, and many of them, it's like, okay, well through text messages or instant messages or so rarely do they have phone calls. I mean, I still call my 82 year old mother on the phone because she doesn't use any of these technologies. So in some ways, you know, we had to talk about how to develop some of those skills.

Lindsay Persohn: 29:42

And I think this this leads me to a really interesting idea. You know, I think we've often particularly within the last year, I talked about some of the deficits of working online, but I really like to think of some of the affordances we've also gained here, you know, when we obviously we still have verbal communication, but we have this really layered approach to nonverbal communication online. You've got the body language if someone has their camera on, but you also have the ability to use emojis and chat functions and things like that. So it's to me that I've actually seen an increased participation in my classes, particularly like, if we're watching a video demonstration of teaching, I encourage my students to use the chat function to kind of get time make comments, but you couldn't do that in person. Yeah, it's fine. Like, you'd have to use an online tool to get there because obviously, you can't ever be certainly interjecting while you're, while you're showing that but it's added in a neat layer of of communication for us.

Sandra Faulkner: 30:46

I agree. Absolutely. I've tried to think, you know, what are some things that have worked really well in my online classroom that I want to move to the face to face and that chat function is absolutely it, students are so used to texting, that that in many ways was the way I got more participation than students raising their hand right to talk. And so two weeks ago, we were watching a documentary on sexuality education, that we were having a unit on sexual communication within close relationships. And the chat that we had well that that documentary was going on was what's meaningful. I mean, he does some of it was funny, but you could they were so engaged. And that's the kind of thing I think, wow, like face to face, is there a way to be able to, you know, do that because, you know, typically would show some documentary, and then you wouldn't hear anything, and then you would try to talk about it afterwards. And people might forget, places in the documentary that they wanted to talk about. And, and so you're right, they're so used to doing that kind of texting that you can work with it. And I don't know, I'm going to figure out how to do that when I'm back face to face.

Lindsay Persohn: 32:00

Yes, absolutely. And I plan to do the same. But like I said, I think that this isn't something that you can get to without the technology that we've used over the last year or so. So I find that to be actually a way to engage more learners in the conversation, because like you said, it's not just sort of the summative remarks that come at the end after you know, after something's over after you've hit pause or stop. But instead, it's it is the real time conversation. And I love to see students commenting to each other in that chat box, right, you know, and they add on to each other's comments. And the conversation is just so much richer in that environment than I think it would have been face to face. So it is a really, it's a really strange situation I think we've entered into here. And I think that it's great that we can find some tools that we actually then want to take back with us whenever we are in a face to face environment again.

Sandra Faulkner: 32:55

Absolutely.

Lindsay Persohn: 32:56

I know I always asked my students at the beginning of class, I asked them how they're doing. And whenever we were face to face, I would always ask for about three adjectives. Well, now that we're in online, I asked for adjectives or emojis. And it's, it's interesting to see how students can, you know, they use those emojis to convey how they're doing that day. And in the moment, and, you know, again, another affordance of working online, that that I would have never realized without the opportunity to work in those spaces. So Sandra, given the challenges of today's educational climate, what message do you want teachers to hear?

Sandra Faulkner: 33:35

I think the biggest one is ignore the messages that don't work for you, which I know is easy. Some, you know, in some ways for me to say. But again, when I think about teaching, and which I do think about a lot, I just became a better teacher when I really ignored what I thought I was supposed to be doing. And really started to listen to my students, but also reflect on what are my biggest strengths as a teacher? And how can I use those in the classroom. And we really got to meet students where they are and challenge them to rise above the expectations set for them, which I think frankly, are too low. So the other thing is be the teacher who you needed and need to be and so I think back to again, you know, third grade, there was that teacher, right? Who really pushed me in terms of reading, and I needed that. And so hopefully there can be some spaces where I can be that teacher that my students need me to be. So listen to what students are truly wanting to tell you. And I have to admit when I listen to my students, I enjoy teaching so much more. And, and even though I've been teaching via zoom for a year now I've still made some important connections with my students. I we were just Talking about the chat function, I really discovered that as a way to keep them engaged. And when I go back to face to face classes, I'm really going to try to figure out how to keep some of those features of online learning that have worked well. And, of course, keep trying to find ways to connect with students on that interpersonal level.

Lindsay Persohn: 35:27

I think those are really important messages. And I do think it's important to acknowledge that ignoring the messages that don't work for you is, is a luxury, but I think there are ways that we can we can find to do that smaller ways that still feel like wins for our students and for ourselves. So, you know, I certainly wouldn't want listeners to think that we're going to throw it all out the window. But at the same time, I think you do have to find ways to make your teaching your own. Because otherwise, it really is such an arduous task that if you don't have those, those parts of yourself in your day and the connections to your students, then it really feels impossible.

Sandra Faulkner: 36:13

Yeah, let me give you an example. I was just thinking of, kind of ignoring some of the messages. And so I'm teaching an upper division relational communication class this this semester, our finals week is next week, and we always get this message like, you've got to give a final you have to meet with students during finals week, I get that. But in this class, I don't, I don't give exams at this particular class. I have all kinds of other projects, because I really don't need students to memorize things. I think that they demonstrate it in other ways. And so I am going to use that final exam period. But they're going to be presenting these creative nonfiction projects, and presenting them during the final exam period. So this is their final exam. And so that's what I mean by figuring out what kind of works for you. So I'm fulfilling my obligation to have a final exam during right the final exam period. It's just not a traditional exam.

Lindsay Persohn: 37:14

I really appreciate that example, because I think that's exactly what I was getting at also is that well, if we have to meet during final exam week, well, that okay, we'll meet during final exam week, but may not be what right what expected when they said final exam, so I appreciate that example. Well, Sandra, I want to thank you so so much for your time today. And thank you for your contributions to the world of education.

Sandra Faulkner: 37:41

Thank you for having me. I really enjoyed getting to talk about teaching.

Lindsay Persohn: 37:45

Thank you. Dr. Sandra L. Faulkner is known for her work in qualitative methodology, poetic inquiry and the relationships among culture, identities and sexualities. Her research focuses on how individuals navigate gender and sexuality through interpersonal communication and personal narrative. She often uses poetry, creative nonfiction and auto ethnography to explore her own negotiation of identity as a parent, partner and professor. She believes in the power of poetry to bear witness, provoke and affect change. Her academic work appears in qualitative inquiry, humanities, international review of qualitative research, learning landscapes, cultural studies, critical methodologies, and qualitative research and education. Her poetry and images have appeared in literary mama, Ithaca lit, Gulf Stream, slippery elm, writers resist, rise up review, shtick and elsewhere. Her latest books are poetic inquiry, craft, method and practice, poetic inquiry as social justice and political response and scientists and poets resist. She's the recipient of the 2013 noer outstanding article award from the National Communication Association, the 2016 Norman cay Denson qualitative research award and the 2020 trio and Goodall it's a way of life award in narrative ethnography. Sandra is a Professor of Communication at Bowling Green State University. You can find Dr. Faulkner online at www dot Sandra Faulkner dot online and bgsu.academia.edu backslash Sandra Faulkner. Sandra has shared a page of best practices for inclusive classroom instruction that is available to you on her guest page at classroom caffeine.com. For the good of all students, good research should inform good practice and vice versa. listeners are invited to respond to an episode. Learn more about our guests, search past episodes, or request a topic or conversation with a specific person through our website at classroom caffeine.com. If you've learned something today, or just enjoyed listening, please be encouraged to talk about what you heard with your colleagues, and subscribe and review this podcast through your podcast provider. As always, I raised my mug to you teachers. Thanks for joining me