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Over the last few decades, ethnographers have begun to orient to the digital world as both a site of new data and a domain of study itself. Alongside new technologies has come a host of emergent ethical dilemmas. In this methodological paper, I describe some of the ethical challenges and productive possibilities of going digital when engaged in ethnographic research. Drawing upon the theory of affordances, I discuss the ongoing ethical debate around what counts as public versus private, as well as the closely related concerns regarding treating online data as texts versus that which is generated by human subjects. I also examine some of the potential affordances of going digital, including the possibility of leveraging digital spaces to expand representation and engage citizen researchers. Throughout, I draw upon empirical examples from a virtual ethnography focused on the everyday life of a woman who identifies as autistic.

Taking up a social constructionist position, this book illustrates the social and cultural construction of autism as made visible in everyday, educational, institutional and historical discourses, alongside a careful consideration of the bodily and material realities of embodied differences. The authors highlight the economic consequences of a disabling culture, and explore how autism fits within broader arguments related to normality, abnormality and stigma. To do this, they provide a theoretically and historically grounded discussion of autism-one designed to layer and complicate the discussions that surround autism and disability in schools, health clinics, and society writ large. In addition, they locate this discussion across two contexts - the US and the UK - and draw upon empirical examples to illustrate the key points. Located at the intersection of critical disability studies and discourse studies, the book offers a critical reframing of autism and childhood mental health disorders more generally

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Author biographies -- Acknowledgments -- 1 An introduction to Centering Diverse Bodyminds in Critical Qualitative Inquiry -- 2 Bodymind legibility and possibilities for qualitative research -- 3 Neurodiversity in relation: artistic intraethnographic practice -- 4 When participatory approaches are inaccessible: a movement toward research engagement through multi-sensory storytelling -- 5 Inclusion, sign language, and qualitative research interviewing -- 6 Inside/out: qualitative methods, online archives, and advocacy -- 7 (Re)framing qualitative research as a prickly artichoke: peeling back the layers of structural ableism within the institutional research process -- Index.

Focusing on applied conversation analysis (CA), this timely book offers practical insights and guidelines for CA scholars studying social interactions in institutional settings. Written in an accessible style and packed with case studies, examples, activities, and practical tips, the book takes readers through the entire process of planning and carrying out an applied CA research study. By highlighting challenges, debates, and important questions, each chapter provides the theoretical foundation necessary for making informed decisions at every stage of a research project. The book is divided into three sections (context and planning, doing a project using conversation analysis, and disseminating your research) to mirror the research process.

This book explores social constructionism and the language of mental distress. Mental health research has traditionally been dominated by genetic and biomedical explanations that provide only partial explanations. However, process research that utilises qualitative methods has grown in popularity. Situated within this new strand of research, the authors examine and critically assess some of the different contributions that social constructionism has made to the study of mental distress and to how those diagnosed are conceptualized and labeled. This will be an invaluable introduction and source of practical strategies for academics, researchers and students as well as clinical practitioners, mental health professionals, and others working with mental health such as educationalists and social workers. Dr Michelle O'Reilly is a Senior Lecturer for the Greenwood Institute of Child Health at the University of Leicester, and Research Consultant for Leicestershire Partnership NHS Trust. Dr Jessica Nina Lester is an Associate Professor of Inquiry Methodology in the School of Education at Indiana University, USA.

In diesem Aufsatz befassen wir uns mit ethischen Herausforderungen, denen wir in einer vierjährigen postkritischen Ethnografie zu den Umsiedlungserfahrungen von Burundier*innen mit Flüchtlingsstatus begegnet waren, die in den südlichen Appalachen der Vereinigten Staaten leben. Wir diskutieren in unserem Beitrag, wie wir unsere Entscheidungen im Prozess abwägten, was und wie wir das, was wir lernten, teilten insbesondere vor dem Hintergrund, das zu schützen und in Ehren zu halten, was die Teilnehmenden erlebt hatten und uns mitteilten. Im Besonderen beziehen wir uns in der Rahmung unseres Entscheidungsfindungsprozesses auf die Konzepte der "praktizierten Ethik" oder "Ethik der Praxis" (ethics in practice) und der "relationalen Ethik" (relational ethics). Hierbei problematisieren wir die Verpflichtungen zu Transparenz, Vertrauenswürdigkeit und Fürsprache vor dem Hintergrund einer Auseinandersetzung mit Fragen der Verantwortung und Repräsentation. Wir schließen mit drei Erfahrungswerten hinsichtlich 1. des Werts der Generierung von mehrlagigen Beschreibungen; 2. des Potenzials von experimentellen Formen des Schreibens; und 3. der Bedeutung, die "relationaler Ethik" zukommt.

Beginning in 2007, government agencies and faith-based organizations resettled Burundians with refugee status in a small town in Appalachia. From a part of a larger, 4-year ethnographic study, in this article, we address the experience of one family in that community. Specifically, we detail the power non-Native, whitestream, racist institutions deploy to do harm. Using allegory, we represent the effects of policy and practice at the public elementary school where many of the Burundian children studied and the health care system to which Burundian families had access. We examine the cultivation of modern convictions in these institutions and the influence of such convictions at the intersection of authoritarian power. Aiming to complicate the history and logic of modern convictions and analyze institutional power, we invite layered readings of our representation.

In this article, we consider the everyday practices and methodological and theoretical tensions of interdisciplinary, qualitative work. In particular, we discuss the varied interpretations of focus group data from Burundian men and women with refugee status and explore the consequences of representations that result in deficit-based understandings. We highlight how through our research process we learned that following participants, rather than leading with our disciplines, deepened our understanding and complicated our representations.

Introduction to doing qualitative research in a digital world -- Qualitative research design in a digital world -- Integrating qualitative data analysis software across the research process -- Generating data from preexisting (digital) spaces -- Generating data with researcher use of (digital) tools -- Transcribing innovations -- Managing and analyzing data -- Writing and representing findings to become public scholars -- Concluding thoughts on doing qualitative research in a chaotic world.

Preface -- Acknowledgments -- Contents -- List of Figure -- List of Tables -- Chapter 1: An Introduction to Discursive Perspectives on Education Policy and Implementation -- Introduction -- Discourse and Education Policy: Why Language Matters -- Structure of This Volume -- Chapter Abstracts -- Chapter 2: Education Policy Implementation Research: A Call for New Approaches -- Chapter 3: Language-Based Approaches to the Study of Education Policy -- Chapter 4: From Subjectification to Subjectivity in Education Policy Research Relationships -- Chapter 5: Membership Categorization Analysis for Education Policy -- Chapter 6: A Mangled Education Policy Discourse Analysis for the Anthropocene -- Chapter 7: Plays Well with Others: The Discourse and Enactment of Partnerships in Public Pre-K -- Chapter 8: Reframing Misbehavior: Positive School Discipline and the New Meaning of ``Safety´´ in Schools -- Chapter 9: Critical Discourse and the Twenty-First-Century Education Report Policy -- Chapter 10: Reading and Dyslexia Legislation: Analytic Techniques and Findings on the Framing of Dyslexia -- Chapter 11: Constructing Teacher Effectiveness in Policy-Making Conversations -- Chapter 12: Future Directions for Education Policy Research and Language-Based Methods -- Summary -- Key Connections to Policy Research -- References -- Chapter 2: Education Policy Implementation Research: A Call for New Approaches -- Introduction -- Research on Policy Implementation -- Illustrative Research on Policy Implementation -- Qualitative Approaches to the Study of Policy -- Emergent Approaches to the Study of Education Policy Implementation -- Conclusions and Possible Directions -- Summary -- Key Connections to Policy Research -- References -- Chapter 3: Language-Based Approaches to the Study of Education Policy -- Introduction -- An Abbreviated Overview of Discourse Analysis

Leaving the field gathers various accounts of ethnographers leaving their field sites. In doing so, the book offers original insights into an often-overlooked aspect of the research process; the ethnographic exit. The chapters variously consider situations in which the researcher must extricate themselves from field relations, deal with unexpected or imperfect ends to projects, or manage situations in which 'the field' becomes hard to leave. Whilst the chapters are firmly focussed on ethnographic exits, they also provide more general methodological insights into the conduct of fieldwork and the writing of ethnography, as well as questioning established notions of 'the field' as a bounded setting the researcher straightforwardly visits and then leaves. The book highlights the importance of recognising ethnographic exits as an essential part of the research process