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. Deborah L. Mulligan is an honorary postdoctoral researcher in the Faculty of Business, Education, Law and Arts at the University of Southern Queensland, Australia. Deborah researches in the field of gerontology, specifically in the area of older men and suicide ideation.

Patrick Alan Danaher is Professor in the School of Education at the University of Southern Queensland, Australia, where he is also currently Acting Deputy Head of School. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia.

Autorentext

Deborah L. Mulligan is an honorary postdoctoral researcher in the Faculty of Business, Education, Law and Arts at the University of Southern Queensland, Australia. Deborah researches in the field of gerontology, specifically in the area of older men and suicide ideation.

Patrick Alan Danaher is Professor in the School of Education at the University of Southern Queensland, Australia, where he is also currently Acting Deputy Head of School. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia.

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Section 1: Contextualising and Conceptualising Researching within the Educational Margins: Introduction; Deborah L. Mulligan.
Chapter 1. Setting the Scene for Researching within the Educational Margins: Selecting Strategies for Communicating and Articulating Voices in Education Research Projects; Patrick Alan Danaher and Deborah L. Mulligan.Chapter 2. The Wicked Problems of Researching within the Educational Margins: Some Possibilities and Problems; Deborah L. Mulligan and Patrick Alan Danaher.
Section 2: Researching with Children and Marginalised Youth.
Chapter 3.Harnessing the Unique Voice of the Child for Programme Evaluation and Development in Education Research in the United Kingdom: Methodological and Ethical Challenges; Michelle Jayman.Chapter 4. Insiders and Outsiders: The Ethics of Insider Research When Investigating Australian Alternative Learning Environments; Corey Bloomfield and R. E. (Bobby) Harreveld.Chapter 5. Navigating the Affordances and Limits of Ethnographic Research in Exploring Career Development for Marginalised Youth in an Australian Flexible Learning Programme; Naomi Ryan.Chapter 6. Digital Margins: Constituting and Challenging Inequity through Data Infrastructures in Queensland Education, Australia; Jennifer Clutterbuck.Chapter 7. Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark; Christian Quvang.Chapter 8. Embracing the Ethical Possibilities of Researching about Autistic Individuals' Transition to Post-School Opportunities in South West Queensland, Australia; Karen Glasby.
Section 3: Researching about Cultural Differences and Intercultural Experiences.
Chapter 9. Cultivating a Vision for Change: Applying Action Research to Empower Teachers in an Independent Christian School in New South Wales, Australia in a Market-Driven Schooling System; Bronwyn Wong.Chapter 10. Privileging the Voice of Australian Aboriginal Communities Marginalised by Colonisation; Megan Forbes.- Chapter 11. Greetings from Nanning and Qinzhou!: Student Reflections on an Australian University Study Tour to China as an Experience of Critical Interculturality; Mike Danaher.Chapter 12. Mobilising Critical Interculturality in Researching within the Educational Margins: Lessons from Dhofari Women's Experiences of English Language Undergraduate Courses in Oman; Samantha Burns and Patrick Alan Danaher.Chapter 13. Occupational Travellers and Researchers as Educational Border Crossers: Methods for Researching with Australian and British Fairground People; Geoff Danaher and Patrick Alan Danaher.
Section 4: Researching about Informal Learning and with Older Learners.
Chapter 14. Unstitching the Fabric of Informal Learning: Researching Collective Quiltmaking in Aotearoa New Zealand; Linda Claire Warner, Pirita Seitamaa-Hakkarainen and Kai Hakkarainen.Chapter 15. Insider Research: Articulating the Voices of Women Schooling their Children in Remote Queensland, Australia; Marlyn McInnerney.Chapter 16. Learning in Later Life: Issues Affecting the Efficacy of Research; Brian Findsen.Chapter 17. Traversing the Dark Geography of Retirement: Learnings from Ethical and Reciprocal Research Conducted with the Older Male in Australia; Deborah L. Mulligan.Chapter 18. Learning through Uncertainty: A Phenomenological Analysis of Older, Professional Men Coping with Involuntary Job Loss in the United States;Brian S. Hentz.
Section 5: Applications and Implications of Researching within the Educational Margins.
Chapter 19. Activist Research: Real-World Reciprocity A Provocation; Deborah L. Mulligan.Chapter 20. Researching within the Educational Margins: Selected Answers to the Organising Questions; Deborah L. Mulligan and Patrick Alan Danaher.