Suchergebnisse

Dieser Artikel befasst sich mit "Timescapes: Changing Relationships and Identities Through the Lifecourse", der ersten und in dieser Weise einzigen Forschung in Großbritannien, die (gefördert durch das Economic and Social Research Council) als groß angelegte qualitative Längsschnittstudie konzipiert ist und durchgeführt wird. Die Studie ist verortet in dem Kontext spezifischer Debatten um Archivierung, Sekundär- und Reanalyse qualitativer Daten, und sie leistet wesentliche Beiträge zu all diesen Themenbereichen. Im Sinne einer Forschungs- und Archivierungspraxis kann sie als Modell für sehr große qualitative Längsschnittuntersuchungen dienen.
Die Studie besteht aus neun Teilprojekten, die an insgesamt fünf britischen Universitäten angesiedelt sind. Sieben empirische Projekte befassen sich mit Teilen der Lebenslaufs und bilden – auf unterschiedlichen Ebenen integriert – das Gesamt der Studie. Übergreifende Ziel ist die Untersuchung des Wandels von Beziehungen und Identität(en) im Lebenslauf. Kernstück des Längsschnittcharakters der Studie ist der Umgang mit Zeit bzw. die Frage, wie Kontinuität und Wandel über die Zeit so im Design realisiert werden, dass sie zentraler Fokus der analytischen Aufmerksamkeit und konzeptueller Kern der Forschungsarbeit sind. In unserem Fall hat dieses Anliegen auch Eingang bereits in den Titel der Studie erhalten: Ein "timescape" ist eine spezifische zeitliche Perspektive, die einen mikro-zeitlichen Weltausschnitt in den Vordergrund stellt und so – in unserem Fall – Einblick in die dynamische Entfaltung von Alltagsleben erlaubt. Zeitlichkeit, deren unterschiedliche Bedeutungen, die Art und Weise, wie verschiedene Zeiten ineinander verwoben sind und sich herausschälen, ist Kernstück unseres Forschungsinteresses, wobei drei große "timescapes" für uns besonders relevant sind, nämlich eine biografische, eine generationale und eine historische Zeitperspektive.
In dem Beitrag wird die konzeptuelle und empirische Basis des Projekts vorgestellt, dessen Beitrag zu einer Methodologie qualitative Längsschnittforschung diskutiert und das Archiv beschrieben, dass zur dauerhaften Datenhaltung und -pflege derzeit aufgebaut wird.

The concept of social capital has gained wide currency in recent years in sociology and related areas, including youth studies. Politicians and policy makers have eagerly taken it up, seeing building and enhancing social capital as a solution for difficult policy issues, and it has been at the core of Third Way politics. This article provides a general review of social capital, critically examining issues raised by the academic and political use of the concept related to its journey through several academic disciplines, and to its perceived value as a guide to policy. Selected examples of its use in studying the lives and experiences of young people are discussed, as is the extensive research undertaken by myself and colleagues in a five-year multi-project study of families and social capital, focusing on our work on young people.

In continuation of studies into children's speech in different contexts undertaken within the framework of Bernstein's sociolinguistic theory, this work investigates differences in orientation to meaning by looking at classification strategies employed by eight year olds in dealing with familiar materials in the context of an extended interview. Social class differences are found in terms of the basic theoretical distinction between relatively context dependent and relatively context independent meanings. These differences are set in the context of the relationship between the child's primary contextualizing experience in the family and the recontextualizing principles of the school, and congruence is postulated between these two types of experience in the case of the middle class child. The results are seen as affording further support for Bernstein's theory of cultural reproduction.

"This book is a step-by-step guide for new and experienced social science researchers looking to use interviews in their projects. Rosalind Edwards and Janet Holland explain a range of interview types and practices, providing real research examples as informative illustrations of qualitative interviewing in practice, and the use of a range of creative interview tools. ... The authors explore the use of new technologies as well as issues around asking and listening, and power dynamics in research. Written in a clear and accessible style, the book concludes with an updated annotated bibliography of key texts and journals in the field"--

Based on a large-scale qualitative longitudinal study of the life course conducted in the UK (Timescapes Study), this unique collection reveals close-up ₆ and in their own words ₆ the experiences of children and young people, parents, and older generations. The participants lives and times are explored through multiple accounts of their changing trajectories. Collectively, the contributions examine family and generational relationships in all their complexity as they change and develop. Tackling a diverse group of people from varied backgrounds and geographical locations, each individual chapter is concerned with particular stages of the life course, delivering policy-relevant findings to address individual and family lives over time. "Understanding Families Over Time" also has a methodological twist: change and continuity through biographical, historical and generational time are integral aspects of the overall study

This book is available as open access through the Bloomsbury Open Access programme and is available on bloomsburycollections.com. What is Qualitative Interviewing? is an accessible and comprehensive 'what is' and 'how to' methods book. It is distinctive in emphasising the importance of good practice in understanding and undertaking qualitative interviews within the framework of a clear philosophical position. Rosalind Edwards and Janet Holland provide clear and succinct explanations of a range of philosophies and theories of how to know about the social world, and a thorough discussion of how to go about researching it using interviews. A series of short chapters explain and illustrate a range of interview types and practices. Drawing on their own and colleagues' experiences Holland and Edwards provide real research examples as informative illustrations of qualitative interviewing in practice, and the use of a range of creative interview tools. They discuss the use of new technologies as well as tackling enduring issues around asking and listening and power dynamics in research. Written in a clear and accessible style the book concludes with a useful annotated bibliography of key texts and journals in the field. What is Qualitative Interviewing? provides a vital resource for both new and experienced social science researchers across a range of disciplines.

Feminist Methodology is an accessible and timely book which demonstrates how feminist approaches to methodology engage with debates in western philosophy to raise critical questions about knowledge production. The text: * shows that feminist methodology has a distinctive place in social research * guides the reader through the terrain of feminist methodology, disentangling confusion and clarifying how feminists can claim knowledge of gendered social existence * connects abstract issues of theory with practical issues of fieldwork

The article describes the evolution of the 'memory book', an innovative method for biographical research. In the first part of the article, we explain the origins of the method, tracing our own journey from conducting memory work as a research group to the creation of memory books as a method to be used alongside interviews in a longitudinal qualitative study of young people's transitions to adulthood. In the second part of the article, we map the form and content of memory books generated in the study, commenting on issues of audience and privacy. In the final part of the article, we discuss how we used the memory book data, distinguishing between their function as sources of documentation, resources for elaboration and critical tools for the understanding of identity. The article draws attention to the potential for the method to bring embodiment and the visual dimensions into a method dominated by text and discourse, as well as facilitating the expression of a range of 'voices' and time frames which complicate cohesive narrative presentations of self.

This paper presents some of the main findings of the study 'Youth values: identity, diversity and social change', focusing on the ways in which young people aged between 11 and 16 negotiate moral authority. It begins by discussing young people's perceptions of social change, identifying narratives of both progress and decline. The structure of young people's values are then briefly described, including differences relating to gender, location, social class and age. The factors that contribute to the legitimacy of moral authority in young people's eyes are explored through young people's accounts of school discipline, bullying, parenting and media violence. The paper draws on a range of data sources including questionnaires, focus group discussions, individual interviews and research assignments in which young people undertook their own interviews with adults. Copyright © 2002 John Wiley & Sons, Ltd.