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Visual communication is critical in contemporary societies. Research in social sciences increasingly tends to mobilize the image, for example, in the form of photography, in its processes (in the collection and interpretation of information) and products (in the communication of research results), which leads to the need to reflect critically on its specificities. This paper aims to add to the analysis of the potentialities, limitations and challenges of the use of photography in social sciences research. For this purpose, the paper presents and discusses empirically collected documentary expressions, selected from an organizational case study based on their heuristic capacity to illustrate the argumentation put forth herein. It is concluded that the potential of the use of photography in research in social sciences is high, but it is essential that the researcher considers, besides more technical aspects and ethical complexities, that photography is, in part, also the materialization of a certain socially constructed representation of reality.

The purpose of this article is to present the use of photography as a supplement to a classic grounded theory research study with lesbian women regarding their experience of identity, culture, and oppression. Photography was integrated into the grounded theory methodology to visually express the theoretical codes that emerged from the grounded theory of liberated identity. Photographs are presented with coded substages and participant in vivo codes, including explanations of the visual representation in the photographs. The findings, the basic social process substage photographs, were guided by the participants to best convey visual meaning of their experience. The photographic images reveal how the use of photography, in concert with Glaserian grounded theory, exemplified experience, humanity, and meaning in this specific research study, and thus the complementary visual image can edify the significance in the humanness and affectivity of research participants.

We are interested in exploring the use of visual arts in teaching relationality and difference within social work education. Our current research is based on the examination of photographic works on the subject of asylum seeking. In this article, we report on our findings from an analysis of the exhibit Leave to Remain. Leave to Remain is an installation of large format photographic prints, accompanied by individual testimonies. Beginning in 2002, photographer Diane Matar interviewed and photographed over 100 politically displaced people living in Britain. Her exhibit functions as a visual and oral history of how life in Britain is for people seeking asylum. In this article, we analyse Matar's work using contemporary visual methodology, and present segments of our conversation with one another that provide the texture of this methodology. We conclude that relationality and difference are imbued in questions about vulnerability and what Judith Butler (2004: 28) calls 'the fundamental sociality of embodied life' — that we are each 'implicated in lives that are not our own'.

Intervention has less to do with problem-solving than with learning, unlearning, and relearning about the vicissitudes and challenges of one's life

Social exclusion now threatens millions of young people in the form of multi-dimensional existence due to the exponential development of technologies, industrialization, and informatization. Furthermore, in today's society, socially excluded young people are more likely to encounter further social and emotional marginalization, material deprivation, and health problems, all of which increase their risk of exclusion. Social work profession through practice defending human rights, enhances human well-being and social justice to promote social change. These factors are aligned to the inclusiveness of the social fabric. How social workers operate on multiple societal levels, from working with individuals to improve the well-being of excluded young people, to focusing on integration efforts that support entire communities, has long been a hot topic in social work. Therefore, this paper focuses on the issue of social exclusion in current time and young people aged 18 to 29. It explores with statistics and charts to demonstrate that relativeness between excluded young people with levels of education, why modern individualism established a new form of social relations that became central to modern social exclusion, the perspective of the social work profession, why the development of modernization has led to some young people are excluded; what are the most evident and hidden risks, and how these risks are distributed among excluded groups.