Reimagining Anti-Oppression Social Work Research explores the challenges, tensions, and possibilities of engaging with anti-oppression epistemology in social work research. Through in-depth discussion of methodologies such as phenomenology, surveys, decolonizing research principles, autoethnography, and critical arts-informed research, the authors provide insights about the application of these approaches to studies with marginalized populations and on a variety of social issues. Outlining principles for engaging with communities, research in organizational contexts, and the importance of fluidity and practices of unknowing, this edited collection invites readers to reflect critically about research frameworks. The authors explore the complexities of research on topics such as whiteness, racism, disability, and trans experiences, as well as working within feminist contexts and institutional social service settings. An ideal resource for social work students and scholars, this insightful and highly accessible volume highlights the value of anti-oppressive research for social change.

Thought-provoking and engaging, this edited volume invites readers to examine how anti-oppression practices can be fostered as a platform for transformation within social work education and organizational settings. Written by practitioners, educators, and students who have long engaged with anti-oppression and social justice frameworks, the chapters in this collection offer in-depth insights into how anti-oppression principles can enhance social work practice. Through supportive critiques and an exploration of the complexities of practice with and by marginalized populations, the authors seek to push the scope and boundaries of anti-oppression practice. They offer concrete examples on a diversity of issues, including developing Indigenous practice principles, addressing anti-Black sanism, challenging normative constructions of grief, supporting queer resistance, and advancing critical practices with children and youth. A well-timed contribution to the literature, this edited collection will be an indispensable resource for social work students, scholars, and practitioners.

Research for Social Workers has built a strong reputation as an accessible guide to the key research methods and approaches used in the discipline. Ideal for beginners, the book outlines the importance of social work research, its guiding principles and explains how to choose a topic area, develop research questions together with describing the key steps in the research process. The authors outline the principles of sampling, systematic reviews and surveys and interviews, provide guidance on evaluation and statistical analysis and explain how research can influence policy and practice. This new edition includes: • an expanded discussion of rigour in qualitative research • more detailed analysis of systematic reviews • a new section on on-line surveys • enhanced examination of action research including recent examples of action research programs and • an expanded section on evidence-based practice. Featuring practical examples and end-of-chapter exercises and questions, and using non-technical language throughout, this is a vital reference tool for both students and practicing social workers.

While all oppressions are equal, some are more equal than others. This statement, borrowed from George Orwell's Animal Farm and written and marinated to fit within and without our call for ethical research, helps us to see how contemporary research processes are singular and fail to account for the complex histories, realities and values of marginalized communities. Such a failure to account and re/member has had massive symbolic and material consequences on marginalized communities, illustrated by the number of deaths we continue to witness everyday. Those deaths have been sanctioned and authorized by the ways in which we come to know what we know and how that is imprinted in our policies and everyday existence. This book looks at knowledge production as a process of giving an account of those losses, in ways that help knowledge production to be a mechanism of remembering (cognitive) and re/membering ( communi/ity or bring together/solidarity/ a form of epistemological and ontological demonstration). Ethical knowledge production becomes a process of relationship that remembers the histories, values and realities of people in ways that are transformative and political. Such an expression fails to arrive at an end, and rather recognizes knowledge production as endless production of knowledge. Such a process goes against neoliberal mechanism of commodifying knowledge for sale in the market. This edited collection attempts to engage with current qualitative research methodologies and approaches from a critically and ethically reflexive standpoint. This work seeks to unravel colonial practices that continue to hide within qualitative approaches in ways that invite a new reimagining of working within and without qualitative method/ologies. This edited collection therefore seeks to bring to the fore the lived experiences of the studied to their storied life in ways that are ethically and politically congruent. This work therefore seeks to bring forth Foucault's subterranean narratives steeped in contexts and experiences that can critically invert the dominant (colonial, capitalist, state) practices in existing research.

This book is a resurrection of local knowledges steeped in creative and imaginative reflexive methodologies that come to reorient how we come to know what we know, the values and realities that mark what we know and the how of knowledge production. It centres subjugated voices and knowledges as fundamental in production of knowledge.

This book explores ways in which education supports or negates the wellbeing and rights of young people in or from the Americas. It shows how young people diagnose problems and propose important new directions for education. A collective chronicle from researchers working alongside young people in Chile, Dominican Republic, Guatemala, Honduras, Trinidad and Tobago, Jamaica, and the Caribbean and Latin American diaspora in Canada, the authors embrace the work in terms of justice: intergenerational, racial, cultural and ecological with/by/for various groups of young people. This book delves into the wide gap between the expressed rights of young people in the United Nations Convention on the Rights of the Child and the ways in which education operates. In so doing, it examines the entrenched colonial legacies which persist, including systemic racism, flabby curriculum, hyper-surveillance and broken promises for care and human relationships needed to support youth. The resourceful young people shown here – who identify as Latin American, Black, Indigenous and/or diasporic – are diagnosing and negotiating these injustices in revolutionary moves for education. Teachers, parents, communities and youth themselves could learn from these critical, transformative and anticolonial youthful pedagogies for being with education. This book will appeal to scholars, students, policymakers and practitioners in the areas of youth studies, education, social justice, sociology, human rights, wellbeing and social work.