Reimagining Research centers antiracist research practices and showcases real-world research in counseling practice. The book focuses on the research competencies that matter most to counselors, with each chapter co-authored by practicing counselors and counselor educators. Each chapter reflects diversity in authorship and opens with a "potential for practice" case study that illustrates a research-related challenge in the practice of counseling. Online resources—including a focus group interview, sample transcripts of qualitative interviews, video demonstrations of statistical techniques, and other documents used in research processes—present these "potentials for practice" in experiential ways. Chapters close with attention to resources that are readily available for counselors who want to implement these practices, such as evidence-based practice guidelines, open-access journals, and open-access statistical tools.

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.

Reimaginig Utopias explores the shifting social imaginaries of post-socialist transformations to understand what happens when the new and old utopias of post-socialism confront the new and old utopias of social science. This peer-reviewed volume addresses the theoretical, methodological, and ethical dilemmas encountered by researchers in the social sciences as they plan and conduct education research in post-socialist settings, as well as disseminate their research findings. Through an interdisciplinary inquiry that spans the fields of education, political science, sociology, anthropology, and history, the book explores three broad questions: How can we (re)imagine research to articulate new theoretical insights about post-socialist education transformations in the context of globalization? How can we (re)imagine methods to pursue alternative ways of producing knowledge? And how can we navigate various ethical dilemmas in light of academic expectations and fieldwork realities? Drawing on case studies, conceptual and theoretical essays, autoethnographic accounts, as well as synthetic introductory and conclusion chapters by the editors, this book advances an important conversation about these complicated questions in geopolitical settings ranging from post-socialist Africa to Eastern Europe and Central Asia. The contributors not only expose the limits of Western conceptual frameworks and research methods for understanding post-socialist transformations, but also engage creatively in addressing the persisting problems of knowledge hierarchies created by abstract universals, epistemic difference, and geographical distance inherent in comparative and international education research. This book challenges the readers to question the existing education narratives and rethink taken-for-granted beliefs, theoretical paradigms, and methodological frameworks in order to reimagine the world in more complex and pluriversal ways.

Reimagining Childhood Studies incites, and provides a forum for, dialogue and debate about the direction and impetus for critical and global approaches to social-cultural studies of children and their childhoods. Set against the backdrop of a quarter century of research and theorising arising out of the “new” social studies of childhood, each of the 13 original contributions strives to extend the conceptual reach and relevance of the work being undertaken in the dynamic and expanding field of childhood studies in the 21st century. Internationally renowned contributors engage with contemporary scholarship from both the global north and south to address questions of power, inequity, reflexivity, subjectivities and representation from poststructuralist, posthumanist, postcolonial, feminist, queer studies and political economy perspectives. In so doing, the book provides a deconstructive and reconstructive dialogue, offering a renewed agenda for future scholarship. The book also moves the insights of childhood studies beyond the boundaries of this field, helping to mainstream insights about children's everyday lives from this burgeoning area of study and avoid the dangers of marginalizing both children and scholarship about childhood. This carefully curated collection extends beyond critiques of specified research arenas, traditions, concepts or approaches to serve as a bridge in the transformation of childhood studies at this important juncture in its history.

This book offers a unique solution to the shortage of more imaginative and engaging research by re-imagining the core elements of the research process. In contrast to existing methods, which mainly focus on standard ingredients in the research process, the metaphorical approach taken here offers a more varied and comprehensive platform for producing novel, influential and relevant research. The set of guiding principles suggested in the book provides researchers with the resources to break away from existing conventions and templates for conducting and writing research. Re-imagining the Research Process: Conventional and Alternative Metaphors is suitable for upper-undergraduate and postgraduate students and researchers interested in challenging traditional views of the research process. Mats Alvesson holds a chair in the Business Administration department at Lund University in Sweden and is also a part-time professor at University of Queensland Business School, Australia and at Cass Business School, UK. Jorgen Sandberg is Professor at UQ Business School, University of Queensland, Australia, and Distinguished Research Environment Professor in Organization Studies at the Warwick Business School, UK.

Care-Based Methodologies reimagines relationships between researchers and youth participants in school-based research. The book calls attention to care-based methodologies as essential to qualitative and ethnographic research in schools, particularly when participants are youth from nondominant communities. While researchers come to schools seeking to understand youths' lived experiences and become implicated in the quotidian rhythms of their lives, it is rare that they receive training on how to navigate the complex interpersonal dynamics and relationships that take shape during long-term school research. How can researchers ensure that they care for the wellbeing of youth, not just the stories and data collected from them? How do researchers maneuver the various roles they may come to play in youth's lives over the course of, and beyond, a study with care? What happens when scholars transgress the traditional power dynamics of researcher-participant relationships to walk with youth in their research? This book illustrates the possibilities for conducting rigorous and responsible research that simultaneously improves our understanding of youth's lives, cares for their wellbeing, and works toward dismantling the systems that oppress them. The editors of the volume offer an opening chapter that articulates how researchers can practice care-based methodologies with youth by centering transparency, reflexivity, reciprocity, curiosity, consent, and self-care. The chapters that follow draw from a range of qualitative and ethnographic studies to highlight how care mediates and informs the research process and offer concrete guidance for employing care-based methodologies in school-based studies with youth.

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.