This note highlights the need to integrate multisensory methods into green criminology to better represent all victims of environmental harm-human, non-human, and ecological. Visual and sensory methods illuminate forms of suffering often overlooked by traditional, anthropocentric approaches, such as semi-structured interviews. While emphasizing the power of visual tools in researching harm to non-human animals, this note ultimately advocates for a broader turn toward sensory methods that can more completely access and communicate other-than-human experiences. Informed by, among others, critical animal studies, ethology, and biology, an integrated sensory and green criminological approach challenges anthropocentrism and repositions non-humans as research subjects rather than objects. Only through such inclusive multispecies methods can green criminology fully address environmental and species injustice.
Epistemic equity issues are increasingly highlighted in methodological reflections, and, more recently, within autism and neurodiversity research. In its original form, the Photovoice method is a participatory visual method where participants use photographs to convey their perceptions of a specific theme or problem, including its causes and potential solutions. A Photovoice method adapted for online activities, using a grounded theory analysis approach, was employed as part of a participatory study with autistic adults. The project was conducted in partnership with a community organization (Quebec, Canada) focused on professional integration. This article presents the contributions and learnings we achieved using an online Photovoice method in a neurodiverse context (i.e., combining autistic and non-autistic participants and researchers). The results show the relevance of this online participatory method in supporting meaningful participation and sharing of experiences among participants. By bridging gaps in verbal communication, it also enhances greater epistemic equity, which is a significant contribution to qualitative research conducted in neurodiverse contexts.
This article examines the ethical complexities of research data sharing through Reese's concept of 'curtains' and Tuck and Yang's notion of 'refusal', with reflexivity serving as the guiding methodology. It explores the tensions between transparency and the protection of intimate, sacred, or culturally sensitive knowledge, particularly within specific communities. Through a series of vignettes grounded in lived experiences, the authors illustrate how researchers can practice purposeful data disclosure while honoring community trust, relational accountability, and participant dignity. These vignettes demonstrate the importance of resisting academic norms that may exploit vulnerability for institutional or intellectual gain. Drawing from Indigenous and decolonial epistemologies, the essay calls on researchers to critically examine their positionality, prioritize participant agency, and embrace refusal as an ethical imperative with the research process. The insights offered are especially relevant for doctoral candidates, novice researchers, and early-career scholars committed to ethically grounded and critically engaged research in education and the social sciences.
This article explores the emotions elicited during sensitive research and the strategies researchers use to manage them within a research team. Drawing on field notes from an ongoing study on the discrimination faced by LGBTIQ+ individuals with a migration background, we first demonstrate that emotions are deeply intertwined with each researcher's positionality, which in turn shapes the research process. Emotions may help researchers adjust their approach to participants, creating more meaningful connections. Second, we identify five main strategies developed by the research team to cope with intense emotional experiences before, during, and after the interviews. In conclusion, we argue that engaging with emotions in the field as methodological and analytical resources allows for a more nuanced understanding of social reality and strengthens the reflexive process.
