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Embedded in personal experiences, this collection explores ableism in academia. Through theoretical lenses including autobiography, autoethnography, embodiment, body work and emotional labour, contributors explore being 'othered' in academia and provide practical examples to develop inclusive universities and a less ableist environment.

Over the last two decades qualitative research has seen significant shifts towards the narrative, reflexive and creative. And yet, analytical frameworks do not seem to have stayed abreast of these developments. Using research into the construction of identity under the influence of fibromyalgia as an example, this paper seeks to exemplify a reflexive approach to data analysis that accounts for the researcher's positionality as well as the increasingly untraditional, unconventional data stemming from creative data collection methods. The paper provides insight into data analysis and reflexivity and offers two practical examples of reflexive data analysis—an illustrated poem and an installation. After an outline of the processes and practical steps involved in the creation of these analytical outcomes, the paper concludes with thoughts relating to challenges, potential areas of application and a look to the future of this innovative approach to data analysis. In this approach, data analysis is in itself a form of knowledge generation through the process of assemblage and "listening to gut feelings." This approach may be seen as unscientific, but given its advantages in relation to new insights, dissemination and communication of ideas, this approach is more fruitful than detrimental to developing qualitative research further.

This article reimagines the quantified self within the context of Black feminist technologies. Bringing computation and autoethnographic methods together using a methodology I call computational digital autoethnography, I harvest my social media data to create a corpus for analysis. I apply topic modeling to these data to uncover themes that are connected with broader societal issues affecting African American women. Applying a computational autoethnographic approach to a researcher's own digitized data allows for yet another dimension of mixed-methods research. This radical intervention has the potential to transform the social sciences by bringing together two seemingly divergent methodological approaches in service to Black feminist ways of knowing.

Little attention has been given to the unique social-historical context driving the political consumerism, meaning making, and experiences of African Americans. Even less attention has been given to the long tradition of African American political consumerism in the USA. Reevaluating the Universal Negro Improvement Association's Black Star Line as one of the largest and most audacious displays of massive black American transnational political consumerism, this article investigates how a more inclusive construction of blackness impacted the ways in which African Americans accessed political activism, specifically racialized political consumerism (RPC). This article engages political consumption theory as well as pan-Africanist frameworks to explain what shaped such political mobilization and to explore the unique ways in which political consumerism was employed. It concludes that race was used explicitly to mobilize people around political consumerism and that conceptualizations of race shaped how consumerism was executed, arguing that while RPC was effective in mobilizing groups, it was unsuccessful in leading to sustained improvement in the conditions of African Americans.

Over the past decades, 'photovoice' has emerged as a participatory and creative research method in which participants capture and discuss their reality through photographs. This indispensable 'how-to' book with exercises and visual aids takes novice and veteran researchers through the practicalities and ethics of applying this approach. Written by experienced teacher Nicole Brown, the book: - outlines the conceptual foundations and historical development of the approach; - redefines photovoice as a research method and as a framework; - explores how photovoice can be used in all stages of research from data collection to dissemination; - provides guidance and food for thought to get researchers started on their project. Each chapter ends with exercises that focus readers' learning and understanding by practically engaging them in the work presented throughout. The examples and visual aids will help them recognise all the details presented and represented in a photograph. For researchers who would like to try their hand at photovoice as a method or as a framework to foster a more participatory approach, this is the ultimate guide to kickstart their project

"Embodied inquiry is the process of using embodied approaches in order to study, explore or investigate a topic. But what does it actually mean to be 'embodied'? This book explores why and how we use our bodies in order to research, what an embodied approach brings to a research project, and the kinds of considerations that need to be taken into account to research in this way. We all have bodies, feelings, emotions and experiences that affect the questions we are interested in, the ways in which we choose to approach finding out the answers to those questions, and the patterns we see in the data we gather as a result. Embodied Inquiry foregrounds these questions of positionality and reflexivity in research. It considers how a project or study may be designed to take these into account and why multimodal and creative approaches to research may be used to capture embodied experiences. The book offers insights into how to analyse the types of data emerging from embodied inquiries, and the ethical considerations that are important to consider. Accounting for the interdisciplinary nature of the field, this book has been written to be a concise primer into Embodied Inquiry for research students, scholars and practitioners alike"--

As qualitative research has evolved, researchers now often combine interviews with the production of photographs, artefacts, collages, maps or drawings and the like. However, in practice, the artefacts produced are used to eliciting experiences and stimulating conversations rather than as data, per se, which is often due to the lack of guidelines for how to deal with the artefacts as data in a systematic analytical process. In this article, we present the Systematic Visuo-Textual Analysis, a framework developed to provide much-needed support for qualitative researchers in analysing artefacts in combination with interviews. Drawing on existing frameworks for visual and textual analysis the focus of this framework is to analyse visual and textual datasets separately and in conjunction with one another through several levels of interpretation from noticing descriptive elements and focussing on specific linguistic and artistic elements through to developing conceptual themes. Drawing on examples from our own research, we will demonstrate the practical application of the Systematic Visuo-Textual Analysis.

AbstractA growing literature evaluates online learning outcomes and pedagogy within the virtual classroom, though assessments of entire online programs are comparatively rare. As online learning takes place through multiple modalities in multiple contexts, we were particularly eager to explore the informal and hidden curricula within the University of North Texas (UNT) online program in applied anthropology–the structural situations and circumstances of learning from the assignments, approaches, and pedagogies that we formally employ. We draw on alumni assessments of value to identify where these informal and hidden areas of our curricula are, and the challenges and opportunities they present. Our results underscore how much professional socialization takes place outside the online classroom, from gaining experience with virtual communication and collaborative work teams, balancing time‐management skills, and being able to apply anthropological knowledge to different work situations. Current events (this manuscript was finalized at the time of widespread COVID‐19 "shelter‐in‐place" quarantines and shuttered offices) suggest that learning how to succeed at online collaborations and virtual work teams will rapidly become globally critical occupational skills, and professional teaching programs will be increasingly pressed to respond.

As we finalise the last edits to this manuscript, the context of higher education has changed suddenly and unexpectedly due to Covid-19. By the end of March 2020, in the UK and across the world, people and governments are scrambling to control and contain a pandemic. Governments have mandated that the population practice social-distancing, work remotely, and stay home wherever possible to reduce the spread of this novel coronavirus, and to protect the vulnerable – that is those who are elderly or who have underlying health conditions. Higher Education Institutions move to provide teaching and assessment online, with academics and students having to quickly learn how to work and use new technology and introduce different pedagogies and research approaches.

Purpose
This study aims to analyze undergraduate science majors' perceptions of climate change.


Design/methodology/approach
Three science major student cohorts at Loyola Marymount University – first-year exposure (first-years taking a course related to climate science), first-year control (first-years taking a course unrelated to climate science) and non-first-year exposure (non-first-years interested in climate science taking a related course) – were given a climate literacy survey at the beginning and end of each course. Student perceptions were also compared with national and local data.


Findings
First-year students exposed to the topic showed increased awareness of climate change, trust in climate scientists and acknowledgment of the scientific consensus. Exposure also increased the non-first-year cohort's awareness that global warming is already affecting the country. All three cohorts showed greater awareness of humanity's role in causing climate change than the public. However, misconceptions regarding technical concepts persisted throughout.


Research limitations/implications
This was a single-institution study in Los Angeles with a limited sample. Exposure to specific topics varied between cohorts, depending on the learning outcomes of each course.


Originality/value
Undergraduate science majors have a greater understanding of climate change's anthropogenic nature compared with local and national populations. First-year students have a lower initial understanding of climate change and less trust in climate scientists than non-first-year students interested in the topic. All science majors can improve their understanding of general concepts and strengthen their confidence in scientists by taking a relevant course. Students struggle to learn specific technical concepts, but can improve their short-term comprehension through studying.