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Feminist research is explicitly committed to validating (women) informants' experiences, situating them in a context of gender and power relations, and explicating the researcher's own social and cultural position. Such commitments may not be enough, however, when our negative and positive feelings about our informants get in the way of doing our research. In this article, we draw upon our research on women in care professions and our own desire to find feminist heroines within their ranks. After describing our respective experiences of glorifying or dismissing our informants, we explore three strategies for coming to terms with implicit or 'gut-level' normativity in feminist research.

IntroductionKathy Davis and Janice IrvinePart I: Silences 1. The Silence of Gold: Feelings about Money in Field RelationshipsSealing Cheng 2. Keeping Quiet: Doing Research When You're Woman, Feminist & Blackmadeleine kennedy-macfoy 3. Navigating Race -- Expectations Before, During, and After ResearchJonathan R. Wynn 4. Do Lawsuits Silence? Legal Harassment in Corporate Crime ResearchWillem De HaanPart II: Neglected Feelings 5. "Bad Feelings": Reflections on Research, Disciplines, and Critical MethodologiesGhassan Moussawi and Jyoti Puri 6. The Shamefulness of Boredom: Are Good Researchers Allowed to be Bored?Kathy Davis 7. In Praise of Suspicion Oyman Basaran 8. The Botanical Sublime: Thinking and Feeling with PlantsBanu Subramanian Part III: Blind-spots9. Coming to Terms with the Present: Difficult Feelings in Post-Shoah GermanyIna Schaum10. 'We Will Sue You If You Dare Publish Our Pictures!': Discovering Myopia in a Feminist, Participatory Photo-voice Project with Sex Workers in EthiopiaIda Sabelis and Lorraine Nencel 11. From Myopia to Clarity: Missed Opportunities and New Directions in an International Research SettingDavid CortConcluding ConversationsStudying Those Who Hate Us: Fear, Anxiety and Blind-spots in Researching the RightJanice Irvine and Arlene Stein

"This book addresses wide-ranging dilemmas that social researchers may face as a result of silences, neglected feelings, and blind-spots in their research. In every research endeavour, thoughts, intuitions, biases, feelings or sensations may be left aside as the researcher attempts to come to terms with the complexities of material and figure out what the 'main issue' is. Researchers may pay attention to their own emotional responses during the interview, but often only in their field notes. Rarely do feelings of shock, irritation, boredom or, for that matter, amusement, excitement and delight find their way into the analysis itself. In addition, researchers are all susceptible to blind-spots, often unaware of what is being avoided in research or omitted from it. However, reflection about precisely these gaps or silences may prove essential for developing new and interesting questions as well as comprehensive, responsive, and responsible research practices. In this volume, an international, cross-disciplinary cohort of researchers think critically about the silences, neglected feelings, and blind-spots in their own work, and offer insights for enhancing research practices. As such, it will appeal to scholars across the social sciences with interests in research methods and methodology"--

The purpose of this descriptive, single case study was to provide knowledge and insight about state education policy-making, specifically, the process by which education-related bills pass through a legislature. This study was also designed to identify factors of influence shaping legislative decision-making as perceived by lawmakers and observers of the legislative process. Sources of evidence included interviews, direct observation, archival records, public records documentation, and tape recordings of committee meetings and Senate floor sessions. Results show that a bill's fate is subject to many planned and unplanned sequential steps, and to a collection of diverse personalities that drive the legislative process. Trust forms the foundation upon which other factors depend including bill sponsors, party leadership, lobbyists, fellow legislators, and constituents.

The purpose of this descriptive, single case study was to provide knowledge and insight about state education policy-making, specifically, the process by which education-related bills pass through a legislature. This study was also designed to identify factors of influence shaping legislative decision-making as perceived by lawmakers and observers of the legislative process. Sources of evidence included interviews, direct observation, archival records, public records documentation, and tape recordings of committee meetings and Senate floor sessions. Results show that a bill's fate is subject to many planned and unplanned sequential steps, and to a collection of diverse personalities that drive the legislative process. Trust forms the foundation upon which other factors depend including bill sponsors, party leadership, lobbyists, fellow legislators, and constituents.

In 'Contested Belonging: Spaces, Practices, Biographies' contributions by well-known international scholars from different disciplines address the sites, practices, and narratives in which belonging is imagined, enacted and constrained, negotiated and contested. Belonging is viewed from the perspectives of both migrants and refugees in their host countries as well as from people who are ostensibly at home and yet may experience various degrees of alienation in their countries of origin. The book focuses on three particular dimensions of belonging: belonging as space (neighbourhood, workplace, home), as practice (virtual, physical, cultural), and as biography (life stories, group narratives). What role do physical, digital, transnational and in-between spaces play and how are they used in order to create/contest belonging? Which practices do people engage in in order to gain/foster/invent a certain/new sense of belonging? What can the biographies and narratives of people reveal about their complicated and contested experiences of belonging? Contested Belonging: Spaces, Practices, Biographies convincingly shows how individual and collective struggles for belonging are not only associated with exclusion and othering, but also lead to surprising and inspiring forms of social action and transformation, suggesting that there may be more reason for hope than for despair.

This qualitative case study explored how families from diverse cultural backgrounds understood family involvement in the context of early childhood care and educational settings. Participants in the study included nine members from six families who had children enrolled in three early childhood care and education programs. The primary method of data collection included in-depth interviews with the parents of these children. A second data source was obtained through non-participant observations in each of the three programs. Findings revealed that the way families understand parent involvement is strongly influenced by issues of ethnicity, social class, level of education, and language.

Reflecting on the 140th anniversary of the Fourteenth Amendment (ratified July, 1868), this qualitative case study described a response by educator-activist Tony Stewart to the Aryan Nations, a neo-Nazi hate group that attempted to intimidate Stewart's community, Coeur d' Alene, Idaho, between 1972-2000. Stewart galvanized community response using a social justice agenda. We interviewed Stewart and essential community members, and examined legal documents, articles, and documentaries. Findings indicated Stewart's leadership of public education and response via an anti-racism task force reduced and then defeated the group's viability. Educational practices included strategic planning and community outreach. The study revealed a social justice response to hate groups that educators and community leaders potentially can replicate in similar situations. This article was originally published in the Journal of Ethnographic and Qualitative Research, 3(4), pp. 205-217.