Edited by Michael R.M. Ward, Senior Lecturer in Social Sciences, Swansea University and Sara Delamont, Reader Emerita, School of Social Sciences, Cardiff Univerity, UK

'After years of teaching qualitative methods with handfuls of articles and clippings and bits and bobs strung together to bridge all the fresh, key content, at long last a single volume has everything I need in one place: a theoretically robust, innovative, up-to-date and energetically written soup-to-nuts text on qualitative methodology. I only teach with texts that I know will be valuable additions to students' professional libraries for years to come, and this will be included in my next course.'--Sally Campbell Galman, University of Massachusetts at Amherst, US'Ward and Delamont have curated a comprehensive Handbook that will be of great value to contemporary researchers in education. The book offers a rich diversity of theoretical positions, data collection methods, and approaches to analysis, whilst importantly recognising that the space of education is beyond the traditional classroom. A superb resource for researchers and for those teaching research methods in education!'--Nicola Ingram, Sheffield Hallam University, UK

• Contents:1 Introduction: using qualitative research methods for educational research 1Michael R.M. Ward and Sara DelamontPART I THEORIES, DISCIPLINES AND STANDPOINTS2 Sociology of education 6Sara Delamont3 Methodologies for an anthropology of education 16Marta Sánchez4 History and ethnography: interfaces and juxtapositions 27Maria Tamboukou5 Feminist perspectives on qualitative educational research 36Alexandra Allan6 Critical Race Theory methods in educational research: examples from Iceland 49Brynja Elísabeth Halldórsdóttir and Jón Ingvar Kjaran7 Queer theories and unruly educational research 68Lisa W. Loutzenheiser8 Indigenous research methods 81Russell Bishop9 Ethics and qualitative research 93Gideon Calder10 Researching educational processes through time: the value of QualitativeLongitudinal methods 102Bren NealePART II RESEARCH SETTINGS11 Researching Technical and Vocational Education and Training in a UKcontext: classic works and contemporary concerns 116Liz Atkins12 Striving, surviving, arriving and thriving: qualitative research onprofessional education 130Michael Thomas13 Dynamic qualitative methods: attending to place, space and time inhigher education 141Kirsty Finn and Mark Holton14 Teacher education 153Mark Dressman, Wayne Journell and Jay Mann15 Apprenticeship: toward a reflexive method for researching ‘education in“non-formal” settings’ 167Wolff-Michael Roth16 Online, offline, hybrid, or blended? Doing ethnographies of education ina digitally-mediated world 178Jonathan Tummons17 Accounting for social and cultural differences in qualitative researchwith adult learners 190Toni Kosonen18 Why a playwork perspective on play suits a qualitative research paradigm 202Pete King19 Gypsies and other homeschoolers: the challenges of researching analternative education 211Martin Myers20 Critical and ‘connected’ ethnography: the case of an entrepreneurial academy 223Kirsty MorrinPART III DATA COLLECTION21 Sandboxing: a creative approach to qualitative research in education 235Dawn Mannay and Catt Turney22 Schools in focus: photo methods in educational research 248Louisa Allen23 Mobile methods 257Margarethe Kusenbach24 The uses and usefulness of life history 270Randall F. Clemens and William G. Tierney25 Gathering narrative data 285Jane Elliott26 Documents as data: burrowing into the heart of educational institutions 299Aimee Grant27 Traditional or ‘peopled’ ethnography: from process to product 309Alex McInch28 Autoethnography in education 320Susanne Gannon29 Interviews with individuals 329Amir Marvasti and Sam Tanner30 Using focus groups 338Jude Robinson31 Online methods in educational research 349James Robson32 Art, social justice and critical pedagogy in educational research: ‘ThePortrait of an Artist as a Young Person’ 360Sadia HabibPART IV ANALYSIS AND REPRESENTATION33 Transcription of speech 374Martyn Hammersley34 Analysing narratives: the narrative construction of professional identity 380Cate Watson and Connie Mcluckie35 Approaching narrative analysis: 28 questions 392Martin Cortazzi and Lixian Jin36 Analyzing fieldnotes: a practical guide 409Zoë B. Corwin and Randall F. Clemens37 Using software to support qualitative data analysis 420Trena M. Paulus and Jessica N. Lester38 Reflexive thematic analysis 430Gareth Terry and Nikki Hayfield39 Textual genres: and the challenge of ‘presencing’ the world 442Margaret J. Somerville40 Dance: making movement meaningful 454Carl Bagley and Ricardo Castro-Salazar41 Performing findings: tales of the theatrical self 466Rachel Holmes42 From voice: to active/voice within spaces of difference 477Andrew Gitlin43 Elicited metaphor analysis: researching teaching and learning 488Martin Cortazzi and Lixian JinIndex

Edited by Michael R.M. Ward, Senior Lecturer in Social Sciences, Swansea University and Sara Delamont, Reader Emerita, School of Social Sciences, Cardiff Univerity, UK

'After years of teaching qualitative methods with handfuls of articles and clippings and bits and bobs strung together to bridge all the fresh, key content, at long last a single volume has everything I need in one place: a theoretically robust, innovative, up-to-date and energetically written soup-to-nuts text on qualitative methodology. I only teach with texts that I know will be valuable additions to students' professional libraries for years to come, and this will be included in my next course.'--Sally Campbell Galman, University of Massachusetts at Amherst, US'Ward and Delamont have curated a comprehensive Handbook that will be of great value to contemporary researchers in education. The book offers a rich diversity of theoretical positions, data collection methods, and approaches to analysis, whilst importantly recognising that the space of education is beyond the traditional classroom. A superb resource for researchers and for those teaching research methods in education!'--Nicola Ingram, Sheffield Hallam University, UK

• Contents:1 Introduction: using qualitative research methods for educational research 1Michael R.M. Ward and Sara DelamontPART I THEORIES, DISCIPLINES AND STANDPOINTS2 Sociology of education 6Sara Delamont3 Methodologies for an anthropology of education 16Marta Sánchez4 History and ethnography: interfaces and juxtapositions 27Maria Tamboukou5 Feminist perspectives on qualitative educational research 36Alexandra Allan6 Critical Race Theory methods in educational research: examples from Iceland 49Brynja Elísabeth Halldórsdóttir and Jón Ingvar Kjaran7 Queer theories and unruly educational research 68Lisa W. Loutzenheiser8 Indigenous research methods 81Russell Bishop9 Ethics and qualitative research 93Gideon Calder10 Researching educational processes through time: the value of QualitativeLongitudinal methods 102Bren NealePART II RESEARCH SETTINGS11 Researching Technical and Vocational Education and Training in a UKcontext: classic works and contemporary concerns 116Liz Atkins12 Striving, surviving, arriving and thriving: qualitative research onprofessional education 130Michael Thomas13 Dynamic qualitative methods: attending to place, space and time inhigher education 141Kirsty Finn and Mark Holton14 Teacher education 153Mark Dressman, Wayne Journell and Jay Mann15 Apprenticeship: toward a reflexive method for researching ‘education in“non-formal” settings’ 167Wolff-Michael Roth16 Online, offline, hybrid, or blended? Doing ethnographies of education ina digitally-mediated world 178Jonathan Tummons17 Accounting for social and cultural differences in qualitative researchwith adult learners 190Toni Kosonen18 Why a playwork perspective on play suits a qualitative research paradigm 202Pete King19 Gypsies and other homeschoolers: the challenges of researching analternative education 211Martin Myers20 Critical and ‘connected’ ethnography: the case of an entrepreneurial academy 223Kirsty MorrinPART III DATA COLLECTION21 Sandboxing: a creative approach to qualitative research in education 235Dawn Mannay and Catt Turney22 Schools in focus: photo methods in educational research 248Louisa Allen23 Mobile methods 257Margarethe Kusenbach24 The uses and usefulness of life history 270Randall F. Clemens and William G. Tierney25 Gathering narrative data 285Jane Elliott26 Documents as data: burrowing into the heart of educational institutions 299Aimee Grant27 Traditional or ‘peopled’ ethnography: from process to product 309Alex McInch28 Autoethnography in education 320Susanne Gannon29 Interviews with individuals 329Amir Marvasti and Sam Tanner30 Using focus groups 338Jude Robinson31 Online methods in educational research 349James Robson32 Art, social justice and critical pedagogy in educational research: ‘ThePortrait of an Artist as a Young Person’ 360Sadia HabibPART IV ANALYSIS AND REPRESENTATION33 Transcription of speech 374Martyn Hammersley34 Analysing narratives: the narrative construction of professional identity 380Cate Watson and Connie Mcluckie35 Approaching narrative analysis: 28 questions 392Martin Cortazzi and Lixian Jin36 Analyzing fieldnotes: a practical guide 409Zoë B. Corwin and Randall F. Clemens37 Using software to support qualitative data analysis 420Trena M. Paulus and Jessica N. Lester38 Reflexive thematic analysis 430Gareth Terry and Nikki Hayfield39 Textual genres: and the challenge of ‘presencing’ the world 442Margaret J. Somerville40 Dance: making movement meaningful 454Carl Bagley and Ricardo Castro-Salazar41 Performing findings: tales of the theatrical self 466Rachel Holmes42 From voice: to active/voice within spaces of difference 477Andrew Gitlin43 Elicited metaphor analysis: researching teaching and learning 488Martin Cortazzi and Lixian JinIndex

Edited by Michael R.M. Ward, Senior Lecturer in Social Sciences, Swansea University and Sara Delamont, Reader Emerita, School of Social Sciences, Cardiff Univerity, UK

'After years of teaching qualitative methods with handfuls of articles and clippings and bits and bobs strung together to bridge all the fresh, key content, at long last a single volume has everything I need in one place: a theoretically robust, innovative, up-to-date and energetically written soup-to-nuts text on qualitative methodology. I only teach with texts that I know will be valuable additions to students' professional libraries for years to come, and this will be included in my next course.'--Sally Campbell Galman, University of Massachusetts at Amherst, US'Ward and Delamont have curated a comprehensive Handbook that will be of great value to contemporary researchers in education. The book offers a rich diversity of theoretical positions, data collection methods, and approaches to analysis, whilst importantly recognising that the space of education is beyond the traditional classroom. A superb resource for researchers and for those teaching research methods in education!'--Nicola Ingram, Sheffield Hallam University, UK

• Contents:1 Introduction: using qualitative research methods for educational research 1Michael R.M. Ward and Sara DelamontPART I THEORIES, DISCIPLINES AND STANDPOINTS2 Sociology of education 6Sara Delamont3 Methodologies for an anthropology of education 16Marta Sánchez4 History and ethnography: interfaces and juxtapositions 27Maria Tamboukou5 Feminist perspectives on qualitative educational research 36Alexandra Allan6 Critical Race Theory methods in educational research: examples from Iceland 49Brynja Elísabeth Halldórsdóttir and Jón Ingvar Kjaran7 Queer theories and unruly educational research 68Lisa W. Loutzenheiser8 Indigenous research methods 81Russell Bishop9 Ethics and qualitative research 93Gideon Calder10 Researching educational processes through time: the value of QualitativeLongitudinal methods 102Bren NealePART II RESEARCH SETTINGS11 Researching Technical and Vocational Education and Training in a UKcontext: classic works and contemporary concerns 116Liz Atkins12 Striving, surviving, arriving and thriving: qualitative research onprofessional education 130Michael Thomas13 Dynamic qualitative methods: attending to place, space and time inhigher education 141Kirsty Finn and Mark Holton14 Teacher education 153Mark Dressman, Wayne Journell and Jay Mann15 Apprenticeship: toward a reflexive method for researching ‘education in“non-formal” settings’ 167Wolff-Michael Roth16 Online, offline, hybrid, or blended? Doing ethnographies of education ina digitally-mediated world 178Jonathan Tummons17 Accounting for social and cultural differences in qualitative researchwith adult learners 190Toni Kosonen18 Why a playwork perspective on play suits a qualitative research paradigm 202Pete King19 Gypsies and other homeschoolers: the challenges of researching analternative education 211Martin Myers20 Critical and ‘connected’ ethnography: the case of an entrepreneurial academy 223Kirsty MorrinPART III DATA COLLECTION21 Sandboxing: a creative approach to qualitative research in education 235Dawn Mannay and Catt Turney22 Schools in focus: photo methods in educational research 248Louisa Allen23 Mobile methods 257Margarethe Kusenbach24 The uses and usefulness of life history 270Randall F. Clemens and William G. Tierney25 Gathering narrative data 285Jane Elliott26 Documents as data: burrowing into the heart of educational institutions 299Aimee Grant27 Traditional or ‘peopled’ ethnography: from process to product 309Alex McInch28 Autoethnography in education 320Susanne Gannon29 Interviews with individuals 329Amir Marvasti and Sam Tanner30 Using focus groups 338Jude Robinson31 Online methods in educational research 349James Robson32 Art, social justice and critical pedagogy in educational research: ‘ThePortrait of an Artist as a Young Person’ 360Sadia HabibPART IV ANALYSIS AND REPRESENTATION33 Transcription of speech 374Martyn Hammersley34 Analysing narratives: the narrative construction of professional identity 380Cate Watson and Connie Mcluckie35 Approaching narrative analysis: 28 questions 392Martin Cortazzi and Lixian Jin36 Analyzing fieldnotes: a practical guide 409Zoë B. Corwin and Randall F. Clemens37 Using software to support qualitative data analysis 420Trena M. Paulus and Jessica N. Lester38 Reflexive thematic analysis 430Gareth Terry and Nikki Hayfield39 Textual genres: and the challenge of ‘presencing’ the world 442Margaret J. Somerville40 Dance: making movement meaningful 454Carl Bagley and Ricardo Castro-Salazar41 Performing findings: tales of the theatrical self 466Rachel Holmes42 From voice: to active/voice within spaces of difference 477Andrew Gitlin43 Elicited metaphor analysis: researching teaching and learning 488Martin Cortazzi and Lixian JinIndex