This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise - and thereby to reimagine - the phenomenon of researchers' risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Baluchistan, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty.

This book explores the challenges and considerations of researchers who work on the educational margins of society. It investigates the diverse and specific research strategies that have been developed to ensure research is authentic, ethical, rigorous, situated and, where possible, empowering. Traversing cutting-edge global research, the chapters demonstrate the effectiveness of specific research methods when researching within educational margins related to particular 'wicked problems'. Against a backdrop of increasing scrutiny of the conduct of researchers working with marginalised people, this book provides an informed and empowering overview of research methods for those working with marginalised groups.

Exploring a range of educational developments and practices in different national contexts in Australia, Canada and Switzerland, this book analyses the effectiveness of such initiatives. Case studies in the book include business and online education, supporting students with disabilities and school-wide pedagogical improvement.

Educators cannot empower their students without being empowered themselves. This book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes.

Educational Learning and Development: Building and Enhancing Capacity explores the topic of educational learning and development in order to examine issues that are impacting, either positively or negatively, on current research in this area. This is explored through ten groups of research participants from various countries, including circus families and teachers, students and teachers in a senior secondary art classroom, a parent-run alternative school, and refugees and migrants in a rural setting. These data sets are analysed through eight 'hot topics' and 'wicked problems' in contemporary education, seeking to uncover the capacity building potential of the research projects and what factors impacted on or assisted their development.

This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze. The metaphor of the maze evokes several different and sometimes contradictory elements of contemporary education research, including complexity, confusion, messiness, multiplicity and risk. While these are not necessarily or wholly negative attributes, it is important for researchers to be able to articulate and implement effective strategies for engaging wholeheartedly with these situations to navigate the education research maze. The book is structured around three main themes; politics, ethics, philosophies and theories of education research mazes; mazes in and with specific research methods; and mazes in and with specific research tasks and technologies. Each account develops broader lessons for enhancing the impact, quality, relevance and significance of research in other disciplines as well as education.

Contemporary Capacity-Building in Educational Contexts extends current understandings of what capacities and capacity-building are and of the dimensions that maximise their prospects of success in current educational policy-making and provision. It does this by exploring how capacity-building is implemented among nine groups of research participants, including Australian, Dutch and English circus families, migrants and refugees in an Australian regional town, and a university education research team. These data sets are analysed to address eight 'hot topics' and 'wicked problems' in contemporary education: consciousness; creativity; dis/empowerment and agency; diversity and identity; forms of capital and currencies; knowledge sharing; regionality and rurality; and resilience.

Given the global crises confronting the world today, it is important to interrogate the notion of "the modern state" and to evaluate its effectiveness in providing security and services for its populations, including the most disadvantaged and vulnerable. This book investigates the modern state's capacity to serve its constituents by examining the organisations that facilitate two key elements of contemporary living: social capital and social enterprise. These elements are explored in a series of rich case studies located in Australia, Ireland and Bangladesh, with broader implications for policy and practice in the rest of the world. The case studies highlight the growing importance of social enterprise and social entrepreneurship in fostering social capital and in contributing to the idea of "the enabling state". This book will appeal to researchers, policy-makers and community leaders working in business, education, employment pathways, homelessness, housing, local government, mental health, public administration and refugee resettlement.

The Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research. The handbook investigates the bidirectional connection between autoethnography and educational research in relation to four themes: enhancing teaching and teacher education with autoethnography; enlarging doctoral study and supervision with autoethnography; conducting identity work and relationship-building via autoethnography; and promoting social justice through autoethnography. In addition to the synthesising introduction and conclusion chapters, the 27 main chapters in the handbook cover current research from Africa, Aotearoa New Zealand, Australia, Bangladesh, Canada, Spain, the United Kingdom, the United States and Venezuela. The chapters present novel applications of several key concepts and research methods, including activism, arts-based research, critical reflection, decolonising feminism, doctoral study and supervision, hybrid identities, Indigenous research, migrant education, racism, researcher self-efficacy, teacher identity, visual autoethnography and writing as voice. This book will be of use to all researchers, and doctoral and Masters students, using qualitative and autoethnographic methods in Education and related fields.

How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.

The world abounds with conflicts and the associated communication practices and technologies that perpetuate and contest conflict as it occurs in place. All conflicts are crucially connected with place, and all conflicts are communicated in multiple ways. This book explores the complex nexus among place, conflict and communication and brings together 11 investigations around the interplay of place, conflict and communication. The interdisciplinary focus includes education, history, international relations, law and sociology. The chapters are geographically diverse, traversing Aceh in Indonesia, Australia, England, Finland, Ireland, Singapore, South Africa and Zimbabwe. The book highlights the possibilities for reimagining the future so that more democratic and peaceful understandings of place can lead to fewer conflicts and less conflict-based communication. Better futures are possible only if place is replotted, conflict is reconceptualised and communication is recontextualised from new, varied and more inclusive perspectives with a vision to creating a more harmonious world.

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond them and/or reconceptualizing them to facilitate more productive approaches to education provision. With contributors from authors working in a multitude of educational fields and countries, this book provides a significant contribution to the ongoing challenge to seek new ways to move beyond binaries in education research.

Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling. The book brings together decades of research into the challenges and opportunities presented by mobile learners interacting with educational systems predicated on fixed residence. It identifies several obstacles to those learners receiving an equitable education, including negative stereotypes and centuries-old prejudice. Yet the book also explores a number of educational innovations that bring mobility and schooling together, ranging from specialised literacy programs and distance and online education to mobile schools and specially trained teachers. These innovations allow us to think differently about how education can and should be, for mobile and non-mobile learners alike.

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond them and/or reconceptualizing them to facilitate more productive approaches to education provision. With contributors from authors working in a multitude of educational fields and countries, this book provides a significant contribution to the ongoing challenge to seek new ways to move beyond binaries in education research.

Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling.

The book brings together decades of research into the challenges and opportunities presented by mobile learners interacting with educational systems predicated on fixed residence. It identifies several obstacles to those learners receiving an equitable education, including negative stereotypes and centuries-old prejudice. Yet the book also explores a number of educational innovations that bring mobility and schooling together, ranging from specialised literacy programs and distance and online education to mobile schools and specially trained teachers. These innovations allow us to think differently about how education can and should be, for mobile and non-mobile learners alike.

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ?on the run?. This book provides empirical evidence that draws on the authors? 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.

Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators.

This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise - and thereby to reimagine - the phenomenon of researchers' risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Baluchistan, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty.

This book explores the challenges and considerations of researchers who work on the educational margins of society. It investigates the diverse and specific research strategies that have been developed to ensure research is authentic, ethical, rigorous, situated and, where possible, empowering. Traversing cutting-edge global research, the chapters demonstrate the effectiveness of specific research methods when researching within educational margins related to particular 'wicked problems'. Against a backdrop of increasing scrutiny of the conduct of researchers working with marginalised people, this book provides an informed and empowering overview of research methods for those working with marginalised groups.

Given the global crises confronting the world today, it is important to interrogate the notion of "the modern state" and to evaluate its effectiveness in providing security and services for its populations, including the most disadvantaged and vulnerable. This book investigates the modern state's capacity to serve its constituents by examining the organisations that facilitate two key elements of contemporary living: social capital and social enterprise. These elements are explored in a series of rich case studies located in Australia, Ireland and Bangladesh, with broader implications for policy and practice in the rest of the world. The case studies highlight the growing importance of social enterprise and social entrepreneurship in fostering social capital and in contributing to the idea of "the enabling state". This book will appeal to researchers, policy-makers and community leaders working in business, education, employment pathways, homelessness, housing, local government, mental health, public administration and refugee resettlement.

This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze. The metaphor of the maze evokes several different and sometimes contradictory elements of contemporary education research, including complexity, confusion, messiness, multiplicity and risk. While these are not necessarily or wholly negative attributes, it is important for researchers to be able to articulate and implement effective strategies for engaging wholeheartedly with these situations to navigate the education research maze. The book is structured around three main themes; politics, ethics, philosophies and theories of education research mazes; mazes in and with specific research methods; and mazes in and with specific research tasks and technologies. Each account develops broader lessons for enhancing the impact, quality, relevance and significance of research in other disciplines as well as education.

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.

This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education.

This book identifies and challenges assumptions about the doctorate and the discourses associated with it. The editors and contributors subvert and transform the de facto assumptions that frame the ways in which 'the doctorate' is spoken and written, and thus underpin approaches to planning, conducting and evaluating doctoral research. Giving voice to doctoral students and supervisors, the book opens a pathway for their own stories: why students entered doctoral study, the understandings and experiences they gleaned from it, and the implications for their own character. The book questions what kinds of discourses help to construct contemporary doctoral research, and how these might be de- and reconstructed, and asks what doctoral study might look like in the future. Academics, students and practitioners alike will find an avenue into rigorous research design from reflective and insightful scholars who provide a voice for doctoral strategies for success.

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning on the run . This book provides empirical evidence that draws on the authors 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.

Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators.