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Preface -- Acknowledgements -- Thinking through the use of visual methods in learning and teaching -- Introduction / Sal Watt and Caroline Wakefield -- Looking back : the use of visual methods in the social sciences / Sal Watt and Caroline Wakefield -- Research ethics and visual methods / Julie Scott Jones -- Visual methods : developing pedagogical application / Caroline Wakefield and Sal Watt -- Teaching visual methods -- Case studies : different visual methods -- Film : secondary data as a mechanism to support student learning / Moira Lafferty -- Drawing : a visual method as an expressive data collection technique / Edd Pitt -- Bricolage : visual and creative arts in the design of applied psychology assessments / Julie Taylor -- Case studies: different student populations -- Students : examining photo-ethnography and documentary as an unorthodox learning and teaching strategy / Joel Rookwood -- Fieldwork : using visual methods as a tool for field data collection / Janet Speake -- Crossing over cultures : using visual methods in a cross-cultural context for teaching and research / Simon Davies and Lorna Bourke -- Reflections -- Practical applications of teaching visual methods / Sal Watt and Caroline Wakefield -- Practitioner resources -- Index

Researchers engaged in the social & political sciences tend to examine issues of identity using singular approaches, eschewing an interdisciplinary method. Classical research approaches have direct connections with the structure of human consciousness that serve as the framework for the empirical methods of classification & understanding, & many connections exist between & within the approaches in various scientific disciplines. Adapted from the source document.

Researchers engaged in the social & political sciences tend to examine issues of identity using singular approaches, eschewing an interdisciplinary method. Classical research approaches have direct connections with the structure of human consciousness that serve as the framework for the empirical methods of classification & understanding, & many connections exist between & within the approaches in various scientific disciplines. Adapted from the source document.

The bulk of criminological research in relation to Indigenous people has been narrowly confined to "Indigenous crime" and traditionally sees state criminal justice responses as the more or less technical application of laws, policies and procedures to control crime. Most government-employed "administrative" criminologists steer as far away as possible from the issue of human rights. This chapter argues that bringing a human rights perspective to criminology and Indigenous people is an important task. It opens up a new level of research, analysis and theory building, and can directly contribute to identifying and remedying human rights abuses.

. In 1986, I participated in a review of polar science in Canada that resulted in the publication of Canada and Polar Science (Roots, E.F., et al., 1987, report to the Minister of Indian and Northern Affairs, Ottawa K1A 0H4). . This year, I was able to survey polar researchers in Canadian universities to determine whether, from their point of view, the findings described in Canada and Polar Science had become dated. In doing this, I gained the impression that there have been some changes in this matter of "relevant" northern research. These are some of my impressions; the results of my survey appear in Canada and Polar Science Revisited (Adams, W.P., 1992, Canadian Polar Commission, Suite 1710, 360 Albert Street, Ottawa K1R 7X7). First, insofar as it can be used as a measure of "relevant" science, there appears to have been some increase in social science research in the North and some gain in confidence among social researchers working there. . Another interesting development since 1986 has been the way in which the term "global change" has captured the imaginations of a wide cross-section of the public and researchers. . The increased public acceptance of the "relevance" of global change research appears to be particularly marked among northern residents. Ozone depletion, greenhouse warming, atmospheric and ocean pollution, and the focusing of contaminants at key points in the food chain are all examples of environmental degradation that have particularly serious implications for those who live at high latitudes. . Also, since 1986, devolution of power to the territories has put various aspects of the management of research into the control of northerners. . Although less marked than some of the other changes that I have tried to describe, it is my impression that university researchers are now more interested in "aboriginal science." This is a matter of very special cultural significance in terms of the involvement of native northerners in research. It is a matter about which there is a feeling of urgency in the North, as many feel that the generation that has the distinctive aboriginal view of the universe and that has the local ecological knowledge is passing. In my survey, I heard of a number of cooperative social and environmental projects that involve both Western and aboriginal science. .

The social sciences and philosophy.
By taking philosophy and its history as its object, sociology can make a contribution to the efforts of philosophy to free itself from the constraints which determine it. Philosophy tends to resolve the antinomy of historicity and truth by updating past works through commentary. This presupposes a more or less total denial of historicity. This refusal is common to the three ways of explicitly dealing with this antinomy : revelation of the primal revelation (Heidegger), retrospective construction of past philosophies as theoretical possibles (Kant), and the dialectic which transcends and conserves (Hegel). A genuine social history which would relocate philosophy in the field of cultural production and in the social field as a whole would make it possible to understand philosophies and their succession as something other than the «philosophizing philosophy of history» and would at the same time enable present-day philosophers to break free of the established «un-thought» written into their heritage.

This paper draws on a socio-historic case study of the Feminist International Network of Resistance to Reproductive and Genetic Engineering (FINRRAGE) in order to consider the ways in which activists create and develop knowledge in movements around complex emergent technologies. Using documentary and interview data, and an analytic framework drawn from Eyerman and Jamison's cognitive praxis paradigm, the paper outlines certain conditions under which activists may be able to create both social and social scientific knowledge in support of their claims. The paradigm itself is also interrogated, and suggestions made for extending and refining the framework through incorporation of theories of knowledge drawn from science and technology studies.