Constructing Methodology for Qualitative Research

Researching Education and Social Practices
1. Auflage 2016
ISBN: 978-1-137-59942-1
Verlag: Palgrave Macmillan UK

Buch, Englisch, 270 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 4753 g

Reihe: Palgrave Studies in Education Research Methods

This book explores the webs of vulnerability in methodological decision-making that illustrate the deceptive strength of qualitative research. Each chapter will resonate with readers differently as they read themselves into the tensions and tangles of qualitative research when confronted with the challenges of establishing methodological frameworks for educational and social enquiry. The authors are postgraduate, early career researchers and supervisors who analyse their methodological encounters with the nimble, fluid, messy and iterative processes of qualitative research. The book flows structurally from positioning the researcher within these processes to the manoeuvring of self across necessarily selective social science disciplines in education, arts and humanities. It rejuvenates the pioneering spirit, the sense of mission and innovativeness of qualitative research.

Zielgruppe

Research

Autoren/Hrsg.

Harreveld, Bobby

Danaher, Mike

Busch, Gillian

Lawson, Celeste

Knight, Bruce Allen

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

Editorial; Chapter 1. A Non-binary Methodological Manoeuvre: Expert Quantitative and Novice Qualitative Researcher; Gemma Mann.- Chapter 2. Dipping Qualitative Toes into a Quantitative Worldview, Methodological Manoeuvres in a Multicultural Context; Cynthia Cowling and Celeste Lawson.- Chapter 3. Navigating the Path between Positivism and Interpretivism for Technology Academics Completing Education Research; Michael A. Cowling.- Chapter 4. A Bricoleur Approach to Navigating the Methodological Maze; Reyna Zipf.- Chapter 5. Manoeuvring through the Maze of Methodology: Constructing the Research-ready Embodied RHD Student; Teresa Moore.- Chapter 6. Elements of a Fusionist Ontology: Paradigmatic Choices in Understanding the Reasons for Career Change; Rickie Fisher.- Chapter 7. We Cannot Do this Work without Being Who We Are: Researching and Experiencing Academic Selves; Sarah Loch and Ali Black.- Chapter 8. Show and Tell: A Practice-led Methodological Solution for Researchers in Creative Writing; Leanne Dodd.- Chapter 9. Articulating the Fact behind the Fiction: Narrative Inquiry as a Research Methodology for Historical Novelists; Alison Owens.- Chapter 10. On Manoeuvre: Navigating Practice-led Methodology in a Creative Writing PhD for the First Time; Mike Danaher and Margaret Jamieson.- Chapter 11. Methodological and other Research Strategies to Manoeurve from Single to Multi- and Interdisciplinary Project Partnerships; Donna Lee Briend and Margaret McAllister.- Chapter 12. Contested Concepts: Negotiating Debates about Qualitative ResearchMethods such as Grounded Theory and Autoethnography; Steven Pace.- Chapter 13. Discursive Manoeuvring in the Borderlands of Career Transition: From Trade to Teacher; Bill Blayney and Bobby Harreveld.- Chapter 14. Understanding and Influencing Research with Children; Ali Black and Gillian Busch.- Chapter 15. Ethnomethodology and Conversation Analysis: A Doctoral Student and Supervisor Story; Gillian Busch andSusan Danby.- Chapter 16. Reimagining Rooms for Constructing Methodologies for Qualitative Research: Distilled Dilemmas, Proposed Principles and Synthesised Strategies in Researching Education and Social Practices Qualitatively; Patrick Alan Danaher.

Über Autor(innen)

Bobby Harreveld is Professor of Education and Deputy Dean (Research) in the School of Education & the Arts at Central Queensland University, Australia. She works in postgraduate early career researcher education, learning transitions and professional education pathways. She is co-author of Deschooling L’earning: Young Adults and the New Spirit of Capitalism.
Mike Danaher is Senior Lecturer of History and Geography at Central Queensland University, Australia. He has published in the fields of environmental and geographical education. He is co-author of Researching Education with Marginalized Communities.   
Bruce Allen Knight is Professor of Education at Central Queensland University, Australia. He has more than 200 publications and worked on large research projects worth more than AUD$5 million from such granting bodies as the Australian Research Council. 
Celeste Lawson is Lecturer and Head of the Professional Communication Program at Central Queensland University, Australia. Her research interests include policing, police culture, organisational communication and social media in an organisational context. 

Gillian Busch is Senior Lecturer in Education at Central Queensland University, Australia.  Gillian has methodological expertise in qualitative approaches including ethnomethodology and conversation analysis.