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The purpose of this paper is to focus on empowering migrant voices. While many write about researchers struggling to be more ethical, few write about specific methods that might improve the processes of researching multilingually (Temple and Edwards, 2002). The paper reports on one method, the handing over control of the running of the focus group interviews to the Korean parent research participants. In considering the outcomes, the paper examines the resultant situated interactive discourse patterns, the data produced and the cues given for data interpretation. Analysis suggests voice can be empowered in co-ethnic settings pushing back constraining conventions of public face.

The issue arose during the author's PhD study. As an outsider, a monolingual English speaker interested in cross-cultural participatory research in a school setting, the author sought to empower participant voices. The research was informed by pragmatic critical theory; used an ethnographic approach (Charmaz and Mitchell, 1997); relied on Charmaz's (2006) modified grounded theory for thematic analysis; and, in this paper, drew on linguistic ethnography's contextualised approach to linguistic analysis, and Brown and Levinson's (1987) patterns of verbal interaction.

The hands-off approach activated an interview genre with more culturally familiar talk-in-interaction and therefore richer sense making. Analysis showed that constraining cultural norms may be challenged in a host setting when a dominant group member subverts familiar boundaries of silence in public discussion of education. The co-constructed group talk provided clear guidelines for data analysis and for memoing, the foundations of theory building, when using modified grounded theory. Issues around the artfulness of sensitive interviewing were also raised.

Translating and analysing concepts across languages is not within the scope of the paper.

The paper informs practice for monolingual researchers conducting focus group interviews in cross-cultural settings. The paper valorises time spent, commitment and reciprocity in ethnographic research. The research also suggests ways researchers can work with schools and their communities to hear migrant voices and imagine new practices and polices.

The paper studies an under-researched field – specific methods that might improve the processes of researching multilingually (Temple and Edwards, 2002). Few have written about qualitative interviews as interactive events in cross-cultural settings (Talmy and Richards, 2011). The paper is valuable to qualitative researchers interested in methods of ethical knowledge production in cross-cultural settings. It is of value to educational groups, and others, that wish to explore methods of engaging in dialogue with migrant communities.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The new authorities created by this Act, probably the most important local government measure of the century, will be voted into existence during 1973 and commence functioning on 1st April 1974. Their responsibilities and the problems facing them are in many ways quite different and of greater complexity than those with which existing councils have had to cope. In its passage through the Lords, a number of amendments were made to the Act, but in the main, it is a scheme of reorganization originally produced after years of discussion and long sessions in the Commons. Local government reorganization in Scotland takes place one year later and for Northern Ireland, we must continue to wait and pray for a return of sanity.

The division between town and country in most areas of the world is marked and shows little evidence of any closer association, but in this country recent history with its wide economic changes has made the division less deep than in times past, but still within living memory. Time was when country folk were almost a distinct breed, living under conditions for the most part primitive.

IN order to be able to discriminate with certainty between butter and such margarine as is sold in England, it is necessary to carry out two or three elaborate and delicate chemical processes. But there has always been a craving by the public for some simple method of determining the genuineness of butter by means of which the necessary trouble could be dispensed with. It has been suggested that such easy detection would be possible if all margarine bought and sold in England were to be manufactured with some distinctive colouring added—light‐blue, for instance—or were to contain a small amount of phenolphthalein, so that the addition of a drop of a solution of caustic potash to a suspected sample would cause it to become pink if it were margarine, while nothing would occur if it were genuine butter. These methods, which have been put forward seriously, will be found on consideration to be unnecessary, and, indeed, absurd.

Leveraging autoethnography and conceptual syntheses, the author stake the claim that supporting people to empower themselves in the naming and description of their lived realities beyond assumed incompleteness constitutes a resistant form of critical praxis the author name as epistemic (de)centering. Through these engagements of varying proximity with the other, meaning those Lives-Hopes-Dreams often outside researchers' personal and professional standpoints, the author aims to argue that critical, reflexive praxes where historically marginalized people, including those living/surviving/thriving with impairments-disabilities, can be afforded place, space, time and respect to visibilize their experiences.

In this paper, the author dreams of radical possibilities afforded by epistemic disobedience to value those Body-Mind-Spirits often elided among social justice work. Interrogating nuances among pieces in a recently published special issue named as “Disability Justice,” the author rearticulates a reality of possibility where the rhetoric that sustains invisibilizations of disabled people via racial-capitalist-ableist-coloniality is disrupted to explicitly position these identities as valuable to inform how to transform society in more just ways.

Analyses from this work further conversations on disabled subjectivities, post-oppositional logics of centers-margins, and resistant knowledge projects to illuminate how to approach the questions of who gets to decide when justice is achieved, and how abled Body-Mind-Spirits can meet their commitments to justice, especially among those that work in social justice circles.

Infusing across this work the voices of multiply marginalized, and disabled, folks provides a cognitive-systemic architecture where research moves from “what if” as abstraction to engage with “how to” center disability justice in education (DJE). In doing so, this research pushes our approaches to social justice praxis, in education and beyond, to think about our individual and collective proximities to self and other, and more specifically disabled Lives-Hopes-Dreams.