Researching Education from the Inside focuses on research projects that are undertaken by people who already have an attachment to the institutions or social groups on which their investigations are based. They can, therefore, be considered to be insiders'. In some cases their insider positioning is primarily important because it gets them access to the particular people and/or the phenomena that they want to investigate. At other times, however, aspects of their own insidership' will, in itself, come under scrutiny.

Insider researchers need to consider five distinct stages that can lead to ethical dilemmas, namely: Entering the field, Being in the field, Leaving the field, Writing, and Disseminating the results. This book covers these stages whist considering important issues such as:

• Access,
• Choice of research methods,
• Field relationships,
• Involvement of informants,
• Confidentiality and anonymity,
• Interpretation of findings including validity and reliability.

Failure to properly consider these key factors can lead to disastrous consequences for any research but it can be a special problem for insider investigators. These vital issues are discussed by an impressive range of contributors in this ground-breaking book, making it an invaluable resource for anyone participating in Insider Research.

Researching Education from the Inside focuses on research projects that are undertaken by people who already have an attachment to the institutions or social groups on which their investigations are based. They can, therefore, be considered to be insiders'. In some cases their insider positioning is primarily important because it gets them access to the particular people and/or the phenomena that they want to investigate. At other times, however, aspects of their own insidership' will, in itself, come under scrutiny.

Insider researchers need to consider five distinct stages that can lead to ethical dilemmas, namely: Entering the field, Being in the field, Leaving the field, Writing, and Disseminating the results. This book covers these stages whist considering important issues such as:

• Access,
• Choice of research methods,
• Field relationships,
• Involvement of informants,
• Confidentiality and anonymity,
• Interpretation of findings including validity and reliability.

Failure to properly consider these key factors can lead to disastrous consequences for any research but it can be a special problem for insider investigators. These vital issues are discussed by an impressive range of contributors in this ground-breaking book, making it an invaluable resource for anyone participating in Insider Research.

The lack of serious study on how dangerous schools as institutions can be is a little surprising given that the matter was put squarely on the research agenda in persuasive fashion by Waller back in 1932. The lack of response to the possibilities opened up means that a vibrant research agenda still awaits construction. This book will stimulate debate on the matter from the historical perspective. It consists of fifteen chapters drawing on historical case studies from the United States, Canada, England, Ireland, Scotland, and Australia written by international scholars in the field. These chapters are helpfully grouped into three sections. The first section focuses on certain dangers to which pupils were exposed in the past and on certain dangerous practices which they promoted. The second section examines dangers to which teachers were exposed in the past along with dangerous practices which they themselves promoted. In the final and third section, the chapters explore the dangers to which teachers and students were exposed in the past at the university level. Throughout the book, the emphases range from dangers emanating from the institutions themselves and the patterns of relationships that developed in them, to what occurred due to particular ideologies and practices connected with sport, sex, religion, and science. Schools as Dangerous Places delivers a historical perspective of schools in a manner that is most unusual. This unique study helps us examine education through a very different lens.

Universities do not simply arise from nowhere. Throughout history civic leaders have supported the establishment and growth of universities for a variety of social, political, economic and other strategic reasons. This is a study of a group of contemporary Australian civic leaders and their role in the establishment and growth of their local university. The book firstly details the historical and contemporary record that civic leaders have played in the foundation and growth of universities. It then examines the perspectives of a group of regional politicians from Australia concerning their local universities, specifically the University of Ballarat and La Trobe University, Bendigo. The discussion is framed in terms of notions of the self, identity and leadership in the network and informational society.