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Through research on child sexual abuse (CSA) and adult survivors, knowledge is gained. This knowledge might support decisions – whether political, professional or otherwise – that affect the lives of children who are victims of CSA and adult survivors. Additionally, this knowledge influences what the public knows about CSA and adult survivors and as a consequence, how child victims of CSA and adult survivors are treated in everyday life. Given the huge impact research can have on survivors' lives, this chapter raises the question of what aspects of CSA and survivorship are relevant for survivors from survivors' perspective and whether these aspects can be addressed by Participatory Action Research (PAR) as a research paradigm. To identify relevant aspects, survivors' artwork is analysed because art is a way to contribute to public discourses with very little regulation. For analysis, the Sociology of Knowledge Approach to Discourse is used. In this chapter, we introduce basic theories of knowledge from a constructivist perspective in a short background section and explain the aim and method of analysis. Afterwards, we present some key aspects of survivors' art on CSA and survivorship: The invasiveness of CSA, speech, the symbolic violence behind physical abuse and issues of injustice and responsibility are discussed. Additionally, the discursive relation between artists and audience is of interest to finally answer whether – and, if so, why – PAR is an appropriate research paradigm to address these aspects.

This introduction sets forth the main themes of Part B of the two-part volume, reviews the methods employed by the contributors, and demonstrates the relationships among these chapters and those of Part A.

The chapters in the volume exemplify current research approaches to the subject matter: gender-based violence. The introduction identifies trends and themes.

Worldwide attention is being drawn to examples and forms of gender-based violence. These are currently major topics in the media, both factual and fictional. Public policies are under discussion and programs to deal with them are developing. However, because the discussions and the programs are often not research-based or intersectionally inclusive, gender-based violence persists and victims are sometimes ignored, blamed, or subjected to further violence.

The chapter serves as an overall introduction to the volume and the subject matter more generally.

Using data from a feminist discourse analysis of comments on Facebook news articles, this research outlines backlash and regulatory practices directed towards youth activists Greta Thunberg, X González and Malala Yousafzai. A conceptual framework of semiotic violence highlights how these comments function to silence, delegitimise, vilify and punish sociopolitically active girls who challenge the status quo. The first mode of semiotic violence works to symbolically annihilate girl activists by silencing or rendering their political contributions invisible. The most obvious manifestation of this is instructing girls to shut up and go away. Additionally, their activism is ignored by refusals to acknowledge it as appropriate through suggestions they focus on gender-normative activities, such as domestic chores, playing with dolls and finding boyfriends. Undermining girls’ agency by describing them as puppets, mouthpieces, script readers, pawns and tools is also common. Here, girls’ contributions are rendered invisible through implications that they are being brainwashed and manipulated. The second mode of semiotic violence reinforces ideologies that girls are not politically competent and punishes them for being outspoken. This includes explicitly discrediting girls’ knowledge and abilities. Regulating their emotionality is also prevalent. This is consistent with Liberal political theory which justified women’s exclusion from public life by associating men with reason and women with emotion. Finally, insults degrade them for transgressing into a space demarcated as an adult and masculine realm. The semiotic violence directed towards these ‘girl power’ figures highlights that many people do not believe girls have the right to assert their sociopolitical opinion.

This paper aims to provide a commentary on how the accelerated utilisation of online learning in accounting education could further impede Pasifika students from completing an accounting qualification, thus perpetuating Pasifika underrepresentation in accounting.

This commentary is based on the authors’ experiences and informal conversations with teaching colleagues and support staff. This paper uses Bourdieu’s (1977, 1990) theory of practice with a focus on his notion of symbolic violence to evaluate the challenges faced by Pasifika students in the learning of accounting.

The social world is inherently unfair, and this can be seen in the inequality that persists in various settings, one of which is in the accounting field. Acquiring an accounting degree requires studying accounting content, which is taught and assessed in a particular way. Unfortunately for the Pasifika learner, learning and assessment in accounting education are according to the demands and rules of the accounting field. These demands and rules, with the increased utilisation of online learning, are at odds with the Pasifika student’s habitus. Thus, Pasifika accounting students are likely to be disadvantaged by the increased utilisation of online learning. This could potentially exacerbate their underachievement in accounting education and prolong Pasifika underrepresentation in the accounting profession.

This paper contributes to teaching practice by bringing to the fore the potential of online learning as an additional impediment for Pasifika students in accounting education. This will help inform policymakers, tertiary institutions, accounting accreditation bodies, educators and support staff and could result in the formulation of suitable strategies to better support Pasifika students in online learning.

This paper is original and provides a critical analysis of how some groups in society will be disadvantaged by the increased utilisation of online learning in accounting education, thus further hindering the slow progress in achieving greater diversity in the accounting profession.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

Our examination of accounting and violence aims to reinvigorate what it means to provide accountability and visibility given that knowledge and values are socially constructed. The authors follow the legacy of critical accounting research in this essay, using counter accounts, shadow accounting, and narratives to uncover the discipline’s relationship to violence, women, and migrants.

This introduction locates the 11 chapters of the volume under three headings: Agency-Affirming Places, Overtly Hostile or Agency-Denying Places, and Covertly Negating Places. Each chapter is summarized briefly, detailing its methods and key findings. Following the summaries, the editors point to common themes among the chapters and discuss the relationship between media and physical and symbolic gender-based violence as illustrated in the chapters.

Purpose and approach – This chapter by the editors introduces the concepts that feature most prominently in the volume and relates the contributed chapters to one another in terms of concepts, themes, and methods.

Research implications – The viability of the concept of intersectionality and its applicability to a wide range of local and global questions raised by feminist scholars as well as the fruitfulness of applying the concept in studies employing a wide range of the methodologies currently used in the social sciences and humanities is demonstrated. Attention is called to the need to study violence, including symbolic violence, more fully and to pay attention to paradoxical findings.

Value of chapter – This chapter serves to guide the reader through the volume calling attention to key findings and methodological issues.

The purpose of this paper is to examine experiences of harassment within the context of precarious work, which in Canada is shaped by subnational legislative frameworks.

A narrative inquiry approach to data collection and analysis was adopted. The paper draws from 72 interviews conducted with workers in precarious jobs from various industries in three cities in the Canadian province of Ontario, as well as 52 employment standards officers (ESOs) from 15 local Ministry of Labour offices in every region across the province. Placing workers’ stories in counterpoint to those of ESOs brings them into conversations about the law to which they would normally be left out.

The main finding of this paper is that harassment and employment standards (ES) violations are interrelated phenomena experienced as abuses of power and as tactics of control occurring within a context that is shaped by legislative frameworks.

This paper demonstrates that for workers in precarious jobs legislative frameworks and labor market practices in Ontario do not provide adequate redress for harassment and ES violations. In so doing, legislative frameworks render invisible the power imbalances within the employment relationship and obscure the interrelatedness of harassment and the wider erosion of workplace norms.

Employs the semiotic method to explore community policing reform and its use of language as a form of social control. Uses postmodern theoretical and methodological filters to clarify the discussion. Sees community policing more as a realignment of police institution’s language and symbols to better fit changes in society.