Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qualitative research practices and provide examples of how justice can be addressed through research foci, methods, theories, and ethical practices. Keywords: critical qualitative inquiry, methodology, dialogue At the 2015 meeting of the International Congress of Qualitative Inquiry, the meeting of the special interest group Coalition for Critical Qualitative Inquiry invited critical scholars to create a panel that would address goals and methodological issues related to critical qualitative inquiry. Panel members were Yvonna Lincoln, AnnMerete Otterstad, Harry Torrance, Maggie MacLure, and Norman Denzin. Panel members were provided with the following questions (most similar to those in the introduction) as talking points, but they were also allowed to choose whether/how to address these points. This article provides a transcript (with very minor edits for clarity) from each panelist's discussion. Following these discussions, we (Cannella and Koro-Ljungberg) provide an epilogue related to our introduction and the various articles in this issue, as well as the diversity represented by the panelists. TerrenceMcTier has collaborated with us in preparing this manuscript and its content. Discussion Questions1. How do we study in ways that speak to our critical research goals and collaborations around justice, difference, ethics, and equity?

Black people in the United States have and continue to pursue practices of communal bonding as well as cooperative-and-sharing economies, from the invisible institution of Black religion to underground activist collectives such as the African Blood Brotherhood. While many efforts were explicitly political, other organizations primarily emphasized socioeconomic advancement for its group members and the broader Black community. One such set of collectives that in many ways embodied both aims are Black Greek-letter Organizations. One of their enduring legacies is the ability to produce a unique and powerful sense of sisterhood and brotherhood. Through various processes, shared symbols, and cultural artifacts, Black fraternal organizations create a sense of camaraderie readily apparent to even lay observers. Yet, very few empirical studies have examined how fraternity men define and embody such brotherhood bonds. Thus, the purpose of the present study sought to fill these knowledge gaps by addressing the following research questions: (1) how do Black Christian fraternity men define and embody brotherhood? and (2) what social and emotional benefits do Black Christian fraternity men gain from brotherhood? Using qualitative data gathered through various techniques (i.e., semistructured interviews, photovoice and identity maps, focus groups, and Facebook observations), we describe the ways Black male members of this Christian fraternity embody brotherhood as accountability and co-construct a space for men to experience and benefit from intimacy.

This inquiry explores university faculty attitudes toward college students with criminal records to better understand whether professors view them differently than the general student body. Utilizing a framework informed by the concept of stigma and existing research on individuals with criminal records in traditional higher education settings, we analyzed faculty responses to nine scenarios related to their encounters with students on campus. The 229 survey participants had relatively supportive reactions, but their views were significantly more negative about college students with criminal records compared with other students. Faculty exhibited particularly stigmatizing attitudes toward college students convicted of serious violent offenses.

Very little is known about the experiences of college students with criminal records (CSCR), an underrepresented and minoritized student population. This study utilized a constructivist qualitative methodology to understand the experiences of four CSCRs pursuing higher education. The participant perspectives yielded three noteworthy findings that contribute to limited literature on the experiences of CSCRs. The findings highlight CSCRs’ introduction to higher education, their initial feelings prior to pursuing postsecondary education, and background checks that pose as barriers. Based upon these findings, we are able to understand why supportive networks, specialized resources, and academic assistance are needed for CSCRs.

The purpose of this study was to listen to what youth with special needs in juvenile justice (JJ) settings say they need to be successful during reentry. The three instruments used to gain an understanding of their perspectives on reentry and their perceptions of barriers include (a) intake interviews, (b) focus groups, and (c) semi-structured post-release interviews. Major themes shared are related to reentry programming, post-release transition activities, barriers to success, influences, and outcomes. This article also notes the differences between productively engaged and not productively engaged youth. Finally, the article discusses implications of these findings on transition programming and reentry practices for youth and JJ settings.