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Purpose – This chapter reflects on selected issues raised by the emotions involved in the social relations of qualitative research. We use experiences from two separate studies to explore the role of emotion and affect in the embodied, face-to-face encounter of the interview; the ‘translation’ of interpretations of emotional responses from one cultural context into another; the reflexivity of the researcher and the researched and the ethical implications of this form of research.

Methodology – The studies, one doctoral research and one funded by a Leverhulme grant, took a qualitative approach, employing individual semi-structured interviews with young people in Zambia and women in their fifties in Swindon, UK.

Findings – The chapter argues that emotions within the interview are bound up with the potential meanings and outcomes of the interview to both the researcher and the interviewee. Emotions affect what is said and unsaid in the interview; what is communicated and hidden and how the material is interpreted.

Originality/Value – The chapter brings together experiences from conducting highly emotive research in majority and minority world contexts. It focuses on similarities in the dilemmas posed to researchers by the emotions involved in the social relations of research, regardless of location.

Purpose – In this chapter, the use and organization of conditional threats are analysed in relation to preschool children's disputes.

Methodology – Using conversation analysis, naturally occurring examples of children's threats observed in preschool classrooms demonstrate how conditional threats are placed, used and analysed by children in their talk-in-interaction.

Findings – The function of threats – specifically in terms of the outcome of children's disputes – cannot be classified by the content of the inducement. ‘You can’t come to my birthday party’, for example, is commonly heard in young children's discourse, but this threat is implicated in both the resolution and dissipation (abandonment) of dispute episodes. Accordingly, the meaning and analysability of threats is explored with respect to their relative value and their practical rationality.

Research limitations – This small data set presents the opportunity for the phenomena of children's threats to studied further in a larger collection.

Originality/value of chapter – This chapter makes a unique contribution to the study of language and social interaction by illustrating young children's competent use of conditional threats in the closings of peer disputes.

Since Bram Stoker’s tale of Count Dracula struck a chord with a sensation-hungry public, vampires have remained a popular part of horror in cinema. Since the turn of the millennium, vampires have now become a mainstay of horror TV. Programmes like True Blood (2008–2014) and The Vampire Diaries (2009–2017) have propelled the vampire into the home.

This chapter will investigate the problematic, but often sympathetic relationship between vampires and humans in The Vampire Diaries.

The transition from elementary to secondary school involves major changes for students that are reflected socially, academically, and environmentally. Increased emphasis on social interactions, school procedures, and academics make high school potentially stressful. For students with autism spectrum disorders (ASD), these new academic and social challenges may be particularly anxiety-producing as they reluctantly leave familiar surroundings and friends and transition to high school.

Many of the characteristics of students with ASD may be incompatible with the demands of life in high school. This paper examines the skills that are required for students to be successful in high school and compares them to the skills of many adolescents with ASD. Following a description of individuals with autism spectrum disorder, the paper presents an overview of curriculum analysis and possible curricular changes to assist these students in high school. To enhance the support of the curriculum, subsequent information in this chapter includes the use of visual supports and the implementation of technology. Additional strategies are then presented including information on peer tutoring, and the use of social scripts and social stories. The final section discusses components of high school that may prove challenging, such as block scheduling and the use unstructured time. It concludes with a description of the effective secondary teacher and a look at future directions for this topic.

Our paper is centred on exploring the experiences of opening up closed doors to strangers in the context of home exchange.

This paper is based on a year-long research project which has drawn on multiple qualitative methods of data collection. A bricolage approach was adopted to enable the authors to gather data which is sensitive to multivocality and conscious of difference within the consumer experience.

Our findings demonstrate that home exchangers treat their home as an asset to be capitalised, to allow them to travel to places and communities otherwise unreachable. Home exchangers simultaneously engage in the symbolic creation of home in a temporary environment and utilise the kinship and community networks of their home exchange partner.

Our paper adds depth and an insight to the increasing media coverage of the home exchange phenomenon.

As a consumption practice that is witnessing widespread appeal, home exchange uncovers evidence of trust amongst strangers. While it is common practice to open the home in order to build friendship, it is less common for this invitation to be extended to strangers.

We extend the extensive theorisation of the home as a symbolic environment and reveal that the home can also be used in an enterprising fashion.

Purpose – This chapter examines the foundations of community among youth with disabilities.

Methodology – Qualitative data on 52 youth with disabilities were analyzed, based on interviews with the youth and their parents. The sample included youth with intellectual, hidden, physical, and sensory disabilities. Data analysis was guided by grounded theory.

Findings – Four foundations of community were identified: geographic, disability-based, religious, and virtual. Disability-based contexts provided much of the basis of friendship for youth with disabilities. Just under half of youth had community connections within their home towns.

Research limitations – These analyses rely on the self-reported and parent-reported experiences of 52 youth with disabilities in Massachusetts and are not representative of youth with disabilities nationwide. Only youth who were still in high school just before graduation are represented; those who dropped out earlier were not included.

Practical implications – Community connections create opportunities for friendship and for sharing information. Youth enjoyed their connections, whether they were formal (designed and created by adults) or informal (just hanging out with other local youth).

Social implications – Youth's connections with other youth with disabilities may result in bonding social capital, creating friendships, but there are fewer opportunities for bridging social capital, creating connections with typically developing youth.

Originality – This chapter provides an overview of youth's perceptions of their participation in various social and recreational activities and explores and conceptualizes the contexts in which youth with disabilities experience community connections with other youth.

During the last years of his life, the mathematician Karl Menger worked on a biography of his father, the economist and founder of the Austrian School of Economics, Carl Menger. The younger Menger never finished the work. While working in the Menger collections at Duke University’s David M. Rubenstein Rare Book and Manuscript Library, we discovered draft chapters of the biography, a valuable source of information given that relatively little is known about Carl Menger’s life nearly a hundred years after his death. The unfinished biography covers Carl Menger’s family background and his life through early 1889. In this chapter, the authors discuss the biography and the most valuable new insights it provides into Carl Menger’s life, including Carl Menger’s family, his childhood, his student years, his time working as a journalist and newspaper editor, his early scientific career, and his relationship with Crown Prince Rudolf.

Using in-depth interviews with 30 working class and poor, minority adolescents, students were asked to describe their daily interactions and perceptions of peers in a neighborhood high school in NYC over two years. Among the key findings, students consistently expressed their distrust of “bad kids” who they blamed for many of the school's problems. Three themes based on students lived experiences are described: (1) a neighborhood school with a stigmatized reputation for low academic achievement housed students who displayed anti-academic behavior; (2) students developed normative behavior and informal rules to avoid hostile interactions with peers; (3) perceptions of “bad kids” was racialized and stereotyped. The discussion develops the idea of collective dis-identification, a reverse process from collective identity, where students learned to disconnect from their peers by racially and ethnically segregating.