Temporality in Qualitative Inquiry explores the relationship between time and qualitative research and unpacks some of the conceptual, methodological, practical, and pragmatic areas of qualitative inquiry related to time and temporality. This book advances the understanding and re-evaluation of research practice by examining the passage of time, temporal feeling, and conceptualising of time/temporality in research practice with participants. It provides theoretical and practical insights into how to navigate the concepts of time and temporality in qualitative inquiry. With authors from across the globe and from an array of social sciences including cultural studies, education, health, management and business, psychology, sociology, and sport and exercise, the book explores theoretical, methodological, and practical discussions of time and temporality in order to unpack and elicit meaning and understanding. The editors champion the call for the existence of slow and quick qualitative methodologies and methods. As such, this book is suitable for graduate students and researchers interested in qualitative inquiry, and in disciplines such as education, health research, management, psychology, sociology, and communication studies. Chapter 2 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license at https://doi.org/10.4324/9781003083504-3

Temporality in Qualitative Inquiry explores the relationship between time and qualitative research and unpacks some of the conceptual, methodological, practical, and pragmatic areas of qualitative inquiry related to time and temporality. This book advances the understanding and re-evaluation of research practice by examining the passage of time, temporal feeling, and conceptualising of time/temporality in research practice with participants. It provides theoretical and practical insights into how to navigate the concepts of time and temporality in qualitative inquiry. With authors from across the globe and from an array of social sciences including cultural studies, education, health, management and business, psychology, sociology, and sport and exercise, the book explores theoretical, methodological, and practical discussions of time and temporality in order to unpack and elicit meaning and understanding. The editors champion the call for the existence of slow and quick qualitative methodologies and methods. As such, this book is suitable for graduate students and researchers interested in qualitative inquiry, and in disciplines such as education, health research, management, psychology, sociology, and communication studies. Chapter 2 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license at https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/ISBN_oachapter2.pdf5

This collection brings together researchers and scholars from across the Arts, Humanities and Social Sciences who are actively exploring the many different ways in which time might be understood, imagined and used in qualitative research. Taken together, the contributions begin to trace the contours of what it might mean to work reflexively with time as an epistemologically constitutive element of research design. The book explores how the choice to work with pasts or futures, with speed or delay, with clocks or the time of the body, with utopias or failed futures (among other things) reframe how social and cultural phenomena are perceived and brought into existence in qualitative research. Drawing on fields as disparate as futures studies and history, literary analysis and urban design, utopian studies and science and technology studies, this collection serves as a resource for both new and experienced researchers in the humanities and social sciences. It is a critically important resource for beginning to explore the wide repertoire of theoretical and methodological tools for working with time in the research process. The book also draws attention to the way that institutional research timescapes – from university workload patterns to funding processes and project timescales – themselves shape how and what it is possible to know in and about the world. It concludes with a rousing manifesto for scholars and researchers, proposing 10 key attributes of temporally reflexive research.

This book explores the everyday ways in which time marks the experience of education as well as the concerns and methods of education and youth research. It asks: what do we notice afresh and what comes into sharper view when temporality becomes a focal point? What theories and ways of seeing offer new angles onto temporality in interaction with space and place? In responding to these questions, the book engages with approaches from sociology, history, and cultural and policy studies. It brings critical attention to the movement and layers of time in the memories, aspirations and orientations of educational actors – across lives, generations and diverse places. Informed by the politics of local/global relations and new transnational formations, the chapters feature case studies located in Australia, the UK, India, South Africa, the Philippines and Finland. Topics examined include processes of social and educational differentiation in disruptive times, affective practices, intergenerational dynamics, collective memory, archiving, mobilities and migration, school spaces and difficult histories. The authors grapple with what is involved methodologically in interrogating the times and places of education – including the construction of educational ideas, problems and policy solutions – and in historicising the time and places from which we research, write and work.

This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.

This vital new Handbook clarifies how qualitative research can be undertaken in the discipline of Information Systems (IS), observing how IS can be taught and its recent developments. Through succinctly bringing together influential research, it extensively surveys contemporary trends in qualitative IS studies.

The substantially updated and revised Fifth Edition of this landmark handbook presents the state-of-the-art theory and practice of qualitative inquiry. Representing top scholars from around the world, the editors and contributors continue the tradition of synthesizing existing literature, defining the present, and shaping the future of qualitative research. The Fifth Edition contains 19 new chapters, with 16 revised—making it virtually a new volume—while retaining six classic chapters from previous editions. New contributors to this edition include Jamel K. Donnor and Gloria Ladson-Billings; Margaret Kovach; Paula Saukko; Bryant Keith Alexander; Thomas A. Schwandt and Emily F. Gates; Johnny Saldaña; Uwe Flick; Mirka Koro-Ljungberg, Maggie MacLure, and Jasmine Ulmer; Maria Elena Torre, Brett G. Stoudt, Einat Manoff, and Michelle Fine; Jack Bratich; Svend Brinkmann; Eric Margolis and Renu Zunjarwad; Annette N. Markham; Alecia Y. Jackson and Lisa A. Mazzei; Jonathan Wyatt, Ken Gale, Susanne Gannon, and Bronwyn Davies; Janice Morse; Peter Dahler-Larsen; Marc Spooner; and David A. Westbrook.

This book is open access under a CC BY 4.0 license. This book explores how feelings about gender have changed over three interrelated generations of women and men of different social classes during the twentieth century. The author explores the ways in which generational experiences are connected, what is continued, what triggers gradual or abrupt changes between generations - and between women and men within these generations. The book explores how new feelings of gender gradually change gender norms from within, and how they contribute to the incremental creation of new social practices.​​​ Nielsen suggests a new way of conducting psychosocial research that focuses on generational psychological patterns of gender identities and gendered subjectivities in times of change from a psychoanalytic perspective. Combining generational and longitudinal research, the book works with temporality as a theoretical as well as a methodological dimension. Theoretically it combines Raymond Williams' idea of "a structure of feeling" with the work of Eric Fromm, Hans Loewald, Nancy Chodorow and Jessica Benjamin.

This book is a “survival guide” for students and researchers who would like to conduct a qualitative study with limited resources. Qualitative Inquiry in Everyday Life shows how everyday life materials such as books, television, the internet, the media and everyday conversations and interactions can help us to understand larger social issues. Svend Brinkmann helps readers develop a disciplined and analytic awareness informed by theory, and shows how less can be more in qualitative research. Each chapter introduces theoretical tools to think with, and demonstrates how they can be put to use in working concretely with everyday life materials.

Qualitative research design is continually evolving. It is not only more established in disciplines beyond the traditional social sciences in which it is a standard choice, but also just as impacted by the changes in what data, technologies, and approaches researchers are using. This Handbook takes readers through the foundational theories, functions, strategies, and approaches to qualitative research design, before showcasing how it negotiates different data and research environments and produces credible, actionable impact beyond the study. Containing contributions from over 90 top scholars from a range of social science disciplines, this Handbook is not just an anthology of different qualitative research designs and how/when to use them; it is a complete exploration of how and why these designs are shaped and how, why, and into what they are evolving. This is a valuable resource for Master’s and PhD level students, faculty members, and researchers across a wide range of disciplines such as health, nursing, psychology, social work, sociology, and education. Volume One: Part I: Concepts of Designing Designs in Qualitative Research Part 2: Theories and Epistemological Contexts of Designing Qualitative Research Part 3: Elements of Designing Qualitative Research Part 4: Basic Designs and Research Strategies in Qualitative Research Part 5: Mixing Methods in Designing Qualitative Research Volume Two: Part 6: Designing Qualitative Research for Specific Kinds of Data Part 7: Designing Qualitative Online and Multimodal Research Part 8: Designing Qualitative Research for Specific Groups and Areas Part 9: Designing Qualitative Research in Disciplinary Fields Part 10: Designing Qualitative Research for Impact