Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners. This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted. Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.

Paid work is absolutely central to the culture and politics of capitalist societies, yet today’s work-centred world is becoming increasingly hostile to the human need for autonomy, spontaneity and community. The grim reality of a society in which some are overworked, whilst others are condemned to intermittent work and unemployment, is progressively more difficult to tolerate. In this thought-provoking book, David Frayne questions the central place of work in mainstream political visions of the future, laying bare the ways in which economic demands colonise our lives and priorities. Drawing on his original research into the lives of people who are actively resisting nine-to-five employment, Frayne asks what motivates these people to disconnect from work, whether or not their resistance is futile, and whether they might have the capacity to inspire an alternative form of development, based on a reduction and social redistribution of work. A crucial dissection of the work-centred nature of modern society and emerging resistance to it, The Refusal of Work is a bold call for a more humane and sustainable vision of social progress.

A classic, controversial book exploring German culture and identity by the author of Death in Venice and The Magic Mountain, now back in print. When the Great War broke out in August 1914, Thomas Mann, like so many people on both sides of the conflict, was exhilarated. Finally, the era of decadence that he had anatomized in Death in Venice had come to an end; finally, there was a cause worth fighting and even dying for, or, at least when it came to Mann himself, writing about. Mann immediately picked up his pen to compose a paean to the German cause. Soon after, his elder brother and lifelong rival, the novelist Heinrich Mann, responded with a no less determined denunciation. Thomas took it as an unforgivable stab in the back. The bitter dispute between the brothers would swell into the strange, tortured, brilliant, sometimes perverse literary performance that is Reflections of a Nonpolitical Man, a book that Mann worked on and added to throughout the war and that bears an intimate relation to his postwar masterpiece The Magic Mountain. Wild and ungainly though Mann’s reflections can be, they nonetheless constitute, as Mark Lilla demonstrates in a new introduction, a key meditation on the freedom of the artist and the distance between literature and politics. The NYRB Classics edition includes two additional essays by Mann: “Thoughts in Wartime” (1914), translated by Mark Lilla and Cosima Mattner; and “On the German Republic” (1922), translated by Lawrence Rainey.

The anthropologist Gregory Bateson has been called a lost giant of twentieth-century thought. In the years following World War II, Bateson was among the group of mathematicians, engineers, and social scientists who laid the theoretical foundations of the information age. In Palo Alto in 1956, he introduced the double-bind theory of schizophrenia. By the sixties, he was in Hawaii studying dolphin communication. Bateson's discipline hopping made established experts wary, but he found an audience open to his ideas in a generation of rebellious youth. To a gathering of counterculturalists and revolutionaries in 1967 London, Bateson was the first to warn of a "greenhouse effect" that could lead to runaway climate change. Blending intellectual biography with an ambitious reappraisal of the 1960s, Anthony Chaney uses Bateson's life and work to explore the idea that a postmodern ecological consciousness is the true legacy of the decade. Surrounded by voices calling for liberation of all kinds, Bateson spoke of limitation and dependence. But he also offered an affirming new picture of human beings and their place in the world—as ecologies knit together in a fabric of meaning that, said Bateson, "we might as well call Mind."

In his riveting debut Marquise Thompson unveils a creative tale that sheds ligh on the hidden pains that we all experience in life. As he seeks to stomp out the ignorance that exists in his lifestyle, he is forced to confront the inner struggle and turmoil that comes along with such a journey of self exploration. While following Thompson as he undertakes this expedition, we are introduced to a young man who also faces considerable hardships of his own. Santino Brown attempts to navigate the tough terrains of the Tree Port Projects while simultaneously managing the quotidian stresses of being an African American male. Travel with Thompson as he uses Santino to illustrate the life lessons he has learned thus far.

Overwhelmingly, critical practitioners working across a range of human service fields, who are committed to emancipatory and progressive social change ideals, report feeling powerless, alienated from the means of change, and hopeless about their capacities to make a difference in the lives of the individuals, groups or communities with whom they work because of restrictive contexts that ultimately determine the nature and parameters of their work. This ground-breaking book addresses this dilemma by demonstrating how critical reflection as an educational tool enables practitioners to envision possibilities for change. The legal system, particularly in its response to sexual assault provides a perfect example of this type of context and this volume explores the work of sexual assault practitioners that are engaged in supporting victims/survivors of sexual assault through the legal process. By reshaping ideas that have previously been considered as predominantly theoretical and abstract, Morley’s work provides an innovative framework that enables social work and human services practitioners to find hope, agency and practical strategies to work towards change, despite operating in contexts that appear immutably oppressive.