Writing and Unrecognized Academic Labor acknowledges that much of the work we do to sustain the academy remains without recognition. It demonstrates that it is not only published work that influences development and innovation in scholarship. The book rethinks the "publish or perish" system to show that good, unrecognized work is a vital part of scaffolding the growth of the academy and individual academic careers. It takes openness and transparency as a blueprint to outline plans for not only producing but also reimagining key markers of academic life, such as dissertations without anxieties of influence, conferences without directors, journals without gatekeepers, large-sample peer review, and teaching and learning beyond the university discourse. A sustainable community model of academic life should have belonged to each of us from the start. Author James Salvo shows us that "nothing will be lost when everything is given away. Thus, we ought to share fearlessly." This book is suitable for all graduate students and researchers in qualitative inquiry and across disciplines who seek a new model for the value of their work.

Writing and Unrecognized Academic Labor acknowledges that much of the work we do to sustain the academy remains without recognition. It demonstrates that it is not only published work that influences development and innovation in scholarship. The book rethinks the "publish or perish" system to show that good, unrecognized work is a vital part of scaffolding the growth of the academy and individual academic careers. It takes openness and transparency as a blueprint to outline plans for not only producing but also reimagining key markers of academic life, such as dissertations without anxieties of influence, conferences without directors, journals without gatekeepers, large-sample peer review, and teaching and learning beyond the university discourse. A sustainable community model of academic life should have belonged to each of us from the start. Author James Salvo shows us that "nothing will be lost when everything is given away. Thus, we ought to share fearlessly." This book is suitable for all graduate students and researchers in qualitative inquiry and across disciplines who seek a new model for the value of their work.

Shared and Collaborative Practice in Qualitative Inquiry: Tiny Revolutions is a short collection of reflections on ethical research practice and scholarly community. It explores the qualitative tradition through the process of writing, photography, dance, and narrative. This is a book about ethical research practices, about simple truths, about the commitments we initially made to this work, and about how we might better support each other along the way. Most importantly, this is a book about finding and making our own communities. Communities do not belong to any one person or small group of people. Rather, communities—genuine, real, and vibrant communities—belong to us all. This is a book about how. This book is suitable for people new to qualitative research and seasoned researchers who would like to explore and develop traditions in qualitative inquiry.

The second edition of the award-winning Handbook of Autoethnography is a thematically organized volume that contextualizes contemporary practices of autoethnography and examines how the field has developed since the publication of the first edition in 2013. Throughout, contributors identify key autoethnographic themes and commitments and offer examples of diverse, thoughtful, effective, applied, and innovative autoethnography. The second edition is organized into five sections: In Section 1, Doing Autoethnography, contributors explore definitions of autoethnography, identify and demonstrate key features of autoethnography, and engage philosophical, relational, cultural, and ethical foundations of autoethnographic practice. In Section 2, Representing Autoethnography, contributors discuss forms and techniques for the process and craft of creating autoethnographic projects, using various media in/as autoethnography, and marking and making visible particular identities, knowledges, and voices. In Section 3, Teaching, Evaluating, and Publishing Autoethnography, contributors focus on supporting and supervising autoethnographic projects. They also offer perspectives on publishing and evaluating autoethnography. In Section 4, Challenges and Futures of Autoethnography, contributors consider contemporary challenges for autoethnography, including understanding autoethnography as a feminist, posthumanist, and decolonialist practice, as well as a method for studying texts, translations, and traumas. The volume concludes with Section 5, Autoethnographic Exemplars, a collection of sixteen classic and contemporary texts that can serve as models of autoethnographic scholarship. With contributions from more than 50 authors representing more than a dozen disciplines and writing from various locations around the world, the handbook develops, refines, and expands autoethnographic inquiry and qualitative research. This text will be a primary resource for novice and advanced researchers alike in a wide range of social science disciplines.

Evocative Qualitative Inquiry explores academic research that evokes vitality and life. It provides a road map into integrating the personal with professional to engage in intrinsically meaningful forms of inquiry. The book centers on the key considerations of engaging in evocative forms of writing in the academy. It depicts academic inquiry as an embodied process that is captured and understood through rhythm and resonance. It relays how pleasurable, sensory, and rhythmic forms of inquiry can engender a sense of timelessness, expansiveness, growth, and generativity. Evocative Qualitative Inquiry relates the challenges that may arise from following this less trodden academic inquiry path. It conveys the importance of faith and courage in forging one’s own unique and authentic writing voice. The book concludes with an analogy of a poker game to illustrate how all academic writers possess the embodied capacity to write vibrant words that evoke. Finally, each chapter ends with reflection questions and activities to help readers practice the skills of writing evocatively. This book will be a valuable guide for those seeking evocative writing techniques to engage in vibrant forms of academic research. It is primarily written for academics who desire to learn more about creative, poetic, and embodied writing methodologies.

Transnational Black Feminism and Qualitative Research invites readers to consider what it means to conduct research within their own communities by interrogating local and global contexts of colonialism, race, and migration. The qualitative data at the centre of this book stem from a yearlong qualitative study of the lived experiences of Black women, who migrated to or spent a significant amount of time in the United States, as well as from the author's experiences as a Black German woman and former international student. It proposes Transnational Black Feminism as a framework in qualitative inquiry. Methodological considerations emerging from and complementary to this framework critically explore qualitative concepts, such as reciprocity, care, and the ethics with which research is conducted, to account for shifts in power dynamics in the research process and to radically work against the dehumanization of participants, their communities, and researchers. This short and accessible book is ideal for qualitative researchers, graduate students, and feminist scholars interested in the various dimensions of racialization, coloniality, language, and migration.

Awarded the 2022 American Educational Studies Association Critics' Choice Book Award. Centering Diverse Bodyminds in Critical Qualitative Inquiry directly responds to the call for engaging in a new critical qualitative inquiry with consideration to issues related to power, privilege, voice, identity, and agency, while examining the hegemonic power of ableism and ableist epistemologies. The contributing authors of this edited volume advance qualitative methods and methodological discussions to a place where disability embodiment and the lived experience of disability are potential sources of method and methodological advancement. Accordingly, this book centers disability, and, in so doing, examines methodological challenges related to normative and ableist assumptions of doing qualitative research. The range of chapters included highlights how there is no singular answer to questions about qualitative method and methodology; rather, the centering of diverse bodyminds complicates the normative desire to create method/methodology that is “standard,” versus thinking about method and methodology as fluid, emerging, and disruptive. As an interdisciplinary text on critical qualitative research and disability studies with an international appeal, Centering Diverse Bodyminds in Critical Qualitative Inquiry is valuable for graduate level students and academics within a broad range of fields including critical qualitative research methodologies and methods, disability studies, cultural studies, discourse studies, education, sociology, and psychology. Disciplines that engage in the teaching of qualitative research methodologies and methods, particularly those that foreground critical qualitative research perspectives, will also find the book appealing.