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The purpose of this paper is to investigate the possibilities of performative research practices in the dissemination of social science research. The paper introduces the benefits of these practices and demonstrates the relational benefits of sound. The paper explores the possibility that sound may be used to reposition the listener to a new way of hearing.

This research emerged from a larger research project investigating the silent racism that was evident in an inclusive education program. A constructivist narrative approach was adopted to investigate the benefits of sharing the sensorial qualities of participant responses as an aural excerpt. The aim here is to reposition the listener from their own cultural value systems to being open to new understandings.

The paper highlights the relationship between the storyteller and the listener. Sharing a young man’s personal experience of racism enabled the visceral and affective quality of his deeply personal experience to be conveyed to the listener.

This paper reports on the experiences of one participant. It is not designed to represent the experiences of all young people with African heritage, but rather to present the possibilities of using sound in the dissemination of research findings.

The methodological approach of this paper offers a unique and valuable contribution to the growing interest in new avenues to disseminate research findings, particularly those that convey the deeply personal experience of participants.

Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children’s literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children’s literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children’s non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus’s accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children’s books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts’ understandings of Columbus, these discouraging findings are due to the ways in which authors of children’s books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.

Standards for assessing and managing suicide risk were developed and incorporated into a guidance manual for general practitioners. The effects of the manual on opinions and practice were evaluated using a quasi‐experimental controlled before/after design, comparing participating general practitioners with others who did not use the manual. Thirty four general practitioners participated over a six‐month period. The intervention group showed changes in perceptions, with increased satisfaction with their own methods and in their recognition and assessment of suicide risk. Their practice changed, with increased recording of relevant factors in notes. The comparison group did not change in these ways. It is concluded that general practitioners’ practice and opinions in assessing and managing suicide risk were significantly improved using a minimal intervention. Given the importance of the topic and the small size of this study, further research is needed, examining changes in professional practice, knowledge and attitudes.

There is mounting evidence that the age at which children are using and becoming exposed to illegal drugs is declining and that such use and exposure is becoming an increasing problem within pre‐teenage populations. This suggests that there is an important role for drug education in primary schools in encouraging and helping young children to avoid the use of these substances. However, very little is known about what pre‐teenage children think about the education they receive on the subject of illegal drugs and how well they think it addresses their needs. This paper reports on what a sample of 216, 10‐12‐year‐old schoolchildren had to say about the education they had received on illegal drugs. While their views were broadly positive, they expressed a desire for additional information in relation to the nature of these drugs and how to avoid them. They also had clear preferences as far as the delivery of this education was concerned. The paper concludes by suggesting that pre‐teenage children may require more education on the nature of illegal drugs and how to avoid them than they currently receive. Approaches to drug education which involve interactive methods, visual resources and the use of outside contributors with specialist or personal knowledge of drugs are recommended.

The purpose of this paper is to explore how comprehensive the management of common repairs in the nineteenth-century urban housing in Edinburgh is in the European context. The city experienced a variety of approaches since the 1970s to repairs of exposed decorative elements and the envelope, whose condition is exacerbated by inappropriate interventions and climate change.

The debate is framed in practice in Western Europe where economy, administration and conservation cultures have been similar since the 1970s: property manager (Glasgow), role of housing agency (Venice), Monumentenwacht’s periodical inspections for subscribers (Flanders), tax incentives (France, Italy, Spain), linking management and procurement (Libretto Casa, Rome) and the emerging concept of preventive conservation.

Edinburgh has a holistic and technically rich management experience, with a strong educational focus, which shows the immense volume of work required, hampered by the fragmentation of ownership and the small size of the repair industry. Practice can improve in Edinburgh and Europe through increased awareness, tax incentives, regular inspections, legal recognition of the need for maintenance and stepping-up the debate at national, European and political level, towards preventive conservation approaches.

The study profited from direct knowledge of the approach in Edinburgh and other areas, but little has been published on each area outside the local level, so appraisal depended on language knowledge.

This first reading of practice at the European level may be of value to the national agencies referred to, for policy development or European initiatives.

This study asks whether lower quality forms of employment lead to career transitions into higher quality forms of employment acting as steppingstones, or bridges or, whether instead they lead to dead-ends, or traps, in which workers move between unstable jobs with low prospects for upward mobility and unemployment.

This study uses a unique longitudinal dataset recording monthly employment states over 3 years for 373 individuals in the Albanian city of Shkoder. The analysis uses sequence and regression analysis to investigate whether people employed in lower quality, more precarious jobs remain in these kinds of jobs or instead are able to transition into higher quality, permanent and full-time employment.

In line with previous evidence for the region, the analysis confirms the precarization of many working lives particularly for women, young people and those with lower educational attainment. This evidence is more supportive of the dead-end hypothesis than the idea that a lower quality job can be a steppingstone into a better job.

This study contributes to the limited knowledge of labour market functioning in developing post-socialist Western Balkans countries. Recent flexicurity policies have generated an increased prevalence of more precarious employment arrangements in Albania. This investigation addresses previous research limitations regarding point-in-time transitions and unobserved heterogeneity using retrospective longitudinal data and controlling for personality traits.

This chapter describes the pivotal shift occurring in our national research psyche whereby Indigenous epistemology is increasingly recognised as both valid and enriching. Two key contentions emerge from a description and discussion of this shift. First, ethics review bodies must evolve to incorporate a wider knowledge framework, one which conscientiously locates Indigenous knowledge and which empowers researchers to appropriately traverse Aotearoa New Zealand’s cultural terrain. The second contention argues that there are ethical responsibilities to address inequities, based on our shared Treaty partnership, and that ethics review bodies should instantiate consideration of inequities within their oversight roles. This chapter sets the scene by describing the current shift away from Western homogeneity to cultural diversity in education, noting the formal higher learning undertaken by Māori prior to colonisation, alongside current Māori educational achievement and the goal of success as Māori. The emerging recognition of mātauranga Māori (Indigenous epistemology) is exemplified by Ngā Pae o te Māramatanga and Vision Mātauranga. However, this shift has not yet reached all parts of the New Zealand research community, and we argue particularly so for ethics review processes. Possible solutions are posed, and four cultural markers are offered as supporting foundations for professionals in the field as they traverse epistemological landscapes that are more attuned to Indigenous realities.

This chapter provides an overview of the volume, beginning with anecdotes from the editors. These anecdotes demonstrate the range of issues facing Indigenous scholars and researchers who choose to work with Indigenous participants and/or communities. Reference is made to Indigenous research sovereignty, honouring the immense work undertaken by previous Indigenous scholars, enabling many today to work effectively with their own people as well as other Indigenous groups. This is considered a courageous act, given the vulnerability this opens Indigenous peoples up to in terms of the change that is engendered and the criticism from external non-Indigenous researchers that has often arisen. The organisation of the volume into three parts is discussed, and this chapter ends with synopses of the following 16 chapters.