Norma Romm (D Litt et Phil, Sociology) is currently a research professor in the Department of Adult Education and Youth Development at the University of South Africa. She is the author of The Methodologies of Positivism and Marxism (1991), Accountability in Social Research (2001), New Racism (2010), People’s Education in Theoretical Perspective (with V. I. McKay, 1992), Diversity Management (with R. L. Flood, 1996), and Assessment of the Impact of HIV and AIDS in the Informal Economy of Zambia (with V. I. McKay, 2008). She has co-edited three books—Social Theory (with M. Sarakinsky, 1994), Critical Systems Thinking (with R. L. Flood, 1996), and Balancing Individualism and Collectivism (with J. J. McIntyre-Mills and Y. Corcoran-Nantes, 2017). She has published more than 100 research articles on the contribution of research to social development; the way in which research can be practiced accountably; Indigenous ways of knowing and living; transformative-directed research; community-engaged research; and the facilitation of adult learning. She has worked on a range of projects aimed at increasing equity for organizations such as the ILO, ADEA, and IOM.

“This is a crucial text for scholars of race, gender and class relations, as well as those interested, academically or generally, in contributing to transforming social rifts by re-examining their methodological practices. If researchers are to see responsible research rolled out within academic institutions and activist circles, then this should serve as excellence guidance among methodological books in social science.” (Vassilissa Carangio, Ethnic and Racial Studies, October 14, 2020)“I celebrate ROMM’s scholarship; I thank her and all those who contributed to the thesis for assembling a reaffirmation of the envisioned, flourishing world that the early action researchers fought for. Its re-arrival is timely and heralds a new generation who are reconfiguring inherited knowledge-craft in the context of the twenty-first century.” (Susan Goff, Systemic Practice and Action Research, July02, 2019)“The book offers both practical discussions of varied research case studies and engages well with the reader to promote critical reflection, offering insight as well as challenging researchers to actively reshape or rearticulate their own engagements. … Romm has attempted to contribute to the limited available literature that provides in-depth explorations and critical discussions on the research implications of social inquiry framed by the transformative paradigm. I find her work to also be valuable … .” (Avivit M. Cherrington, Educational Research for Social Change – ERSC, Vol. 7 (02), September, 2018)

• Chapter 1. Introduction: Activating Transformative Intent in Consideration of the Immersion of Research in Social and Ecological Existence.- Chapter 2. Active Focus Group Research with Follow-up Interviews/ Conversations and Actions: Responsibility Re-exploring Race(d) and Classed Relations.- Chapter 3. Active Use of Questionnaires Combined with Focus Group Facilitation: Responsibly Researching Options for Generating Educational Inclusivity .- Chapter 4. Actively Facilitating Individual and Focus Group Narrations: Responsibly Foregrounding Gender Stereotyping While Stimulating (Contextual) Empowerment.- Chapter 5. Active Use of Experiments: Responsibly Inviting Participants and Others to Review Options for Agency.- Chapter 6. Development-oriented Research to Forward Social and Environmental Justice: Responsibly Strengthening Discourses and Actions Toward an Inclusive Wellbeing.- Chapter 7. Responsible Generating Theorizing.- Chapter 8. Practicing Ethical Responsibility: Reconfiguring the Belmont Model.- Chapter 9. Practicing Multiple and Mixed Methods Research Responsibly: Some Paradigmatic Considerations.- Chapter 10. Conclusion to the Book: Storying our Co-responsibilities as Part of Methodological Write-up.

Norma Romm (D Litt et Phil, Sociology) is currently a research professor in the Department of Adult Education and Youth Development at the University of South Africa. She is the author of The Methodologies of Positivism and Marxism (1991), Accountability in Social Research (2001), New Racism (2010), People’s Education in Theoretical Perspective (with V. I. McKay, 1992), Diversity Management (with R. L. Flood, 1996), and Assessment of the Impact of HIV and AIDS in the Informal Economy of Zambia (with V. I. McKay, 2008). She has co-edited three books—Social Theory (with M. Sarakinsky, 1994), Critical Systems Thinking (with R. L. Flood, 1996), and Balancing Individualism and Collectivism (with J. J. McIntyre-Mills and Y. Corcoran-Nantes, 2017). She has published more than 100 research articles on the contribution of research to social development; the way in which research can be practiced accountably; Indigenous ways of knowing and living; transformative-directed research; community-engaged research; and the facilitation of adult learning. She has worked on a range of projects aimed at increasing equity for organizations such as the ILO, ADEA, and IOM.

“This is a crucial text for scholars of race, gender and class relations, as well as those interested, academically or generally, in contributing to transforming social rifts by re-examining their methodological practices. If researchers are to see responsible research rolled out within academic institutions and activist circles, then this should serve as excellence guidance among methodological books in social science.” (Vassilissa Carangio, Ethnic and Racial Studies, October 14, 2020)“I celebrate ROMM’s scholarship; I thank her and all those who contributed to the thesis for assembling a reaffirmation of the envisioned, flourishing world that the early action researchers fought for. Its re-arrival is timely and heralds a new generation who are reconfiguring inherited knowledge-craft in the context of the twenty-first century.” (Susan Goff, Systemic Practice and Action Research, July02, 2019)“The book offers both practical discussions of varied research case studies and engages well with the reader to promote critical reflection, offering insight as well as challenging researchers to actively reshape or rearticulate their own engagements. … Romm has attempted to contribute to the limited available literature that provides in-depth explorations and critical discussions on the research implications of social inquiry framed by the transformative paradigm. I find her work to also be valuable … .” (Avivit M. Cherrington, Educational Research for Social Change – ERSC, Vol. 7 (02), September, 2018)

• Chapter 1. Introduction: Activating Transformative Intent in Consideration of the Immersion of Research in Social and Ecological Existence.- Chapter 2. Active Focus Group Research with Follow-up Interviews/ Conversations and Actions: Responsibility Re-exploring Race(d) and Classed Relations.- Chapter 3. Active Use of Questionnaires Combined with Focus Group Facilitation: Responsibly Researching Options for Generating Educational Inclusivity .- Chapter 4. Actively Facilitating Individual and Focus Group Narrations: Responsibly Foregrounding Gender Stereotyping While Stimulating (Contextual) Empowerment.- Chapter 5. Active Use of Experiments: Responsibly Inviting Participants and Others to Review Options for Agency.- Chapter 6. Development-oriented Research to Forward Social and Environmental Justice: Responsibly Strengthening Discourses and Actions Toward an Inclusive Wellbeing.- Chapter 7. Responsible Generating Theorizing.- Chapter 8. Practicing Ethical Responsibility: Reconfiguring the Belmont Model.- Chapter 9. Practicing Multiple and Mixed Methods Research Responsibly: Some Paradigmatic Considerations.- Chapter 10. Conclusion to the Book: Storying our Co-responsibilities as Part of Methodological Write-up.

Norma Romm (D Litt et Phil, Sociology) is currently a research professor in the Department of Adult Education and Youth Development at the University of South Africa. She is the author of The Methodologies of Positivism and Marxism (1991), Accountability in Social Research (2001), New Racism (2010), People’s Education in Theoretical Perspective (with V. I. McKay, 1992), Diversity Management (with R. L. Flood, 1996), and Assessment of the Impact of HIV and AIDS in the Informal Economy of Zambia (with V. I. McKay, 2008). She has co-edited three books—Social Theory (with M. Sarakinsky, 1994), Critical Systems Thinking (with R. L. Flood, 1996), and Balancing Individualism and Collectivism (with J. J. McIntyre-Mills and Y. Corcoran-Nantes, 2017). She has published more than 100 research articles on the contribution of research to social development; the way in which research can be practiced accountably; Indigenous ways of knowing and living; transformative-directed research; community-engaged research; and the facilitation of adult learning. She has worked on a range of projects aimed at increasing equity for organizations such as the ILO, ADEA, and IOM.

“This is a crucial text for scholars of race, gender and class relations, as well as those interested, academically or generally, in contributing to transforming social rifts by re-examining their methodological practices. If researchers are to see responsible research rolled out within academic institutions and activist circles, then this should serve as excellence guidance among methodological books in social science.” (Vassilissa Carangio, Ethnic and Racial Studies, October 14, 2020)“I celebrate ROMM’s scholarship; I thank her and all those who contributed to the thesis for assembling a reaffirmation of the envisioned, flourishing world that the early action researchers fought for. Its re-arrival is timely and heralds a new generation who are reconfiguring inherited knowledge-craft in the context of the twenty-first century.” (Susan Goff, Systemic Practice and Action Research, July02, 2019)“The book offers both practical discussions of varied research case studies and engages well with the reader to promote critical reflection, offering insight as well as challenging researchers to actively reshape or rearticulate their own engagements. … Romm has attempted to contribute to the limited available literature that provides in-depth explorations and critical discussions on the research implications of social inquiry framed by the transformative paradigm. I find her work to also be valuable … .” (Avivit M. Cherrington, Educational Research for Social Change – ERSC, Vol. 7 (02), September, 2018)

• Chapter 1. Introduction: Activating Transformative Intent in Consideration of the Immersion of Research in Social and Ecological Existence.- Chapter 2. Active Focus Group Research with Follow-up Interviews/ Conversations and Actions: Responsibility Re-exploring Race(d) and Classed Relations.- Chapter 3. Active Use of Questionnaires Combined with Focus Group Facilitation: Responsibly Researching Options for Generating Educational Inclusivity .- Chapter 4. Actively Facilitating Individual and Focus Group Narrations: Responsibly Foregrounding Gender Stereotyping While Stimulating (Contextual) Empowerment.- Chapter 5. Active Use of Experiments: Responsibly Inviting Participants and Others to Review Options for Agency.- Chapter 6. Development-oriented Research to Forward Social and Environmental Justice: Responsibly Strengthening Discourses and Actions Toward an Inclusive Wellbeing.- Chapter 7. Responsible Generating Theorizing.- Chapter 8. Practicing Ethical Responsibility: Reconfiguring the Belmont Model.- Chapter 9. Practicing Multiple and Mixed Methods Research Responsibly: Some Paradigmatic Considerations.- Chapter 10. Conclusion to the Book: Storying our Co-responsibilities as Part of Methodological Write-up.