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This paper probes functions and processes of qualitative document analysis (QDA), a method widely used in case study research. It firstly demonstrates the application of a QDA framework to inform a case study of women entrepreneurs in rural Australia; and provides insights into the lessons learnt, including strengths and limitations of QDA. Secondly, the paper provides guidelines for novice researchers seeking to use thematic analysis in a QDA process, arguing for rigour in naming assumptions and explicitness about the procedures employed. The paper contributes to discussion in the literature that positions QDA not only as a convenient tool, but as a method embedded in a conceptual framework integral to the credibility and rigour of the qualitative "story" and what makes that story feel "right" to both researcher and reader (Corbin & Strauss, 2008).

Participatory approaches to research and development have had relatively little academic or practitioner critique, resulting in a mythologising of the power of participatory methodologies to accomplish problem solving, emancipation or empowerment. Participation is also presented as evidence of social inclusion and is fostered as a strategy to counteract social exclusion. The purpose of this article therefore is to challenge and critique a range of definitions and perspectives of participation in terms of theory and practice. The paper focuses on two issues arising from the participatory literature and our own research experiences with communication technology projects based in rural and remote Queensland, Australia. We propose that non‐participation and peripheral participation are valid and legitimate choices exercised by community members that can be seen to be as individually empowering as participation. We also support the view of participation as both the means and the ends of development, a position that reflects the reality of participatory practice as fluid and variable over time. The paper concludes that both theoreticians and practitioners need to recognise and challenge the assumptions that underpin many participatory development projects.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- Chapter 1: Toward a Gender-integrated Knowledge in Social Work -- Introduction -- Missing Half of the Human Experience: Limited and Distorted Knowledge -- The Embeddedness and Pervasiveness of Gender -- In Search of Inclusive Knowledge -- The Case of Social Work Education: Readiness for Change and New Contributions -- References -- Chapter 2: Human Behavior in the Social Environment: The Role of Gender in the Expansion of Practice Knowledge -- Introduction -- Analysis of Prevailing Theoretical Perspectives -- Implications for Ongoing Change in the HBSE Curriculum -- Conclusion -- Appendix 2-1: Women's Stories: Popular and Social Science Literature About Women -- Appendix 2-2: HBSE Curriculum Module: A Gendered View of Coping -- References -- Chapter 3: Direct Practice: Addressing Gender in Practice from a Multicultural Feminist Perspective -- Introduction -- Historical Overview of Direct Practice -- Models of Practice and Their Theoretical Orientations -- Strengths and Weaknesses of the Approaches -- The Empowerment Perspective -- Conclusion -- Appendix 3-1: Exercises to Enhance Practice in a Diverse Environment -- References -- Chapter 4: Psychopathology -- Introduction -- The Social Construction of Mental Disorders -- Conundrums in Defining Mental Disorders -- Differences in Rates Between the Genders -- Premenstrual Findings and Other Reproductive Events -- Gender Differences with Respect to Access and Delivery of Treatment Services -- Final Thoughts -- Appendix 4-1: Psychopathology -- References -- Chapter 5: Teaching About Groups in a Gendered World: Toward Curricular Transformation in Group Work Education -- Introduction -- Our Foundations: Social Group Work -- A Feminist Perspective on Group Work Practice