This collection explores leading values and concepts in global child-based research through the lens of reflexivity. The book considers issues such as the identities and roles of researchers, as well as the burdens, boundaries, and ethical frameworks which govern their activities. Using empirical examples from Israel, India, Thailand, and England, expert contributors discuss a range of topics including online safety, disabilities, gang membership, safeguarding, sexting, and child prostitution. This book guides childhood research towards a more reflexive debate that critically challenges conventions, and highlights plurality of voice.

Experts in childhood studies make the case for greater reflexivity in child-based research in this thought-provoking collection. With an international outlook and real-world examples, they explore the identities and roles of researchers, as well as the burdens, boundaries and ethical frameworks which govern their activities, considering themes including online safeguards and sex-related issues, to challenge conventions and improve research standards.

This book reflects on the contemporary use of ethnography across both social and natural sciences, focusing in particular on organizational ethnography, autoethnography, and the role of storytelling. The chapters interrogate and reframe longstanding ethnographic discussions, including those concerning reflexivity and positionality, while exploring evolving themes such as the experiential use of technologies. The open and honest accounts presented in the volume explore the perennial anxieties, doubts and uncertainties of ethnography. Rather than seek ways to mitigate these 'inconvenient' but inevitable aspects of academic research, the book instead finds significant value to these experiences. Taking the position that collections of ethnographic work are better presented as transdisciplinary bricolage rather than as discipline-specific series, each chapter in the collection begins with a reflection on the existing impact and character of ethnographic research within the author's native discipline. The book will appeal to all academic researchers with an interest in qualitative methods, as well as to advanced undergraduate and postgraduate students.

An increasing interest in children's lives has tested the ethical and practical limits of research. Rather than making tricky ethical decisions, transparent researchers tend to gloss over stories that do not fit with sanitized narratives. This book aims to fill this gap by making explicit the lived experiences of research with children.

This book advances social scientific interest in a field long dominated by the humanities: stories, and storytelling. Stories are a whole lot more than entertainment; oral narratives, novels, films and immersive video games all form part of the sociocultural discourses which we are enmeshed in, and use to co-construct our beliefs about the world around us. Young children use them to learn about the world beyond their immediate sensory experience and, even in an era of interactive electronic media, the bedtime story remains a cherished part of most children’s daily routine. Storytelling is thus the first abstract formal learning method we encounter as human beings. It is also probably transcultural; perhaps even an immanent part of the human condition. Narratives are, at heart, sequences of events and presuppose and reinforce particular cause-and-effect relationships. Inevitably, they also construct unconscious biases, prejudices, and discriminatory attitudes. Storying (a term we use in this book to encompass stories, storytellers and storytelling) is complex, and this book seeks to make sense of it. 

Returning to Woodmere after Becca's high school graduation in California, Autumn discovers restoring friendships is more difficult than making them. In the small Minnesota town, where knowing everything is everyone's business, a surprisingly small amount of truth is actually known. When the past becomes the present, more than one life is in danger. Will Autumn gain Craig and Kenzie's trust in time, or will she be Taken in the Woods?

Just after her seventeenth birthday during winter break, Autumn and her sister receive an announcement from their parents. They are moving back to the Midwest, to a Minnesota town not even large enough to earn a dot on the map. Woodmere is where people have grown up together for generations. It is a town full of gossips and busybodies making sure secrets don't remain private for long. Memories from her stolen childhood are unlocked during what should have been a routine move. Autumn finds herself suddenly faced with a past she wishes could be forgotten again. A past filled with events she hasn't told anyone. The man she fears is now only hours away. In an attempt to hide, Autumn becomes the person she didn't know she could be. Finds the strength she didn't know she had. In Woodmere, Autumn discovers she isn't the only one with secrets.

This thesis was a four year long personal exploration into the question of Creative Block or Artist's Block which hindered Sarah Richards from engaging with her creative process. Her intention was to create a workshop, facilitated in a natural environment, to assist the creatively blocked artist re-engage with their creative process. Firstly, to assist with this research, it was essential to establish what the cause of artist's block could be and to gain more knowledge about the creative process itself. Sarah engaged in research to assess the possible effects of how the natural environment could help this process. Facilitation skills for this workshop are also highlighted in this thesis as essential skills for facilitating the workshops successfully. Finally to asses the validity of the data and the effect of the theories discussed, workshops were facilitated and assessed by the author.