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Author: Anna-Maria Damalis Publisher: GRIN Verlag ISBN: 3656167176 Category : Social Science Languages : en Pages : 25
Book Description
Seminar paper from the year 2007 in the subject Sociology - Methodology and Methods, grade: 1,3, University of Tubingen, language: English, abstract: I. Introduction Since the first publication of Grounded Theory (in the following GT) by Anselm L. Strauss and Barney Glaser in 1967, a lot of scientists and researchers have written about, applied and reformulated this theory-building method. What is lacking in many of these works is GT’s acknowledgement as a methodology. Many researchers have applied the procedures proposed by Strauss and Glaser, but they do not seem to be aware of the epistemological implications resulting from the use of the GT method. As Strauss together with his co-author Juliet Corbin stated: “In this book (Basics of Qualitative Research, BD/CL), we are offering more than a set of procedures. We are offering a way of thinking about and of viewing the world that can enrich the research of those who choose to use this methodology.” (Strauss/ Corbin 1998: 4) Kathy Charmaz appears to be an exception in this canon, since she is not only thinking about the philosophy of knowledge behind GT, but also attempting to renew the epistemological groundings of GT in the field of constructivism. This leads us to the main question of this thesis: Is this possible? Can the GT method be abstracted from the epistemology standing behind it and be founded on a new one? An affirmative answer would mean that GT from the beginning was simply a method and could be used by all researchers, no matter which tradition they belong to or which theoretical approach they pursue. Or as Charmaz put it: “...researchers starting from other vantage points – feminist, Marxist, phenomenologist – can use grounded theory strategies for their empirical studies.” (Charmaz 2000: 511) The negation of the question would imply that Charmaz’s constructivist approach cannot claim the term Grounded Theory for itself. The following paper will examine this question in greater detail in order to find a tentative answer. Starting with a short description of the development, procedures and epistemological foundations of GT , the second part will focus on Charmaz’s arguments brought forward against the variant of Strauss and her constructivist version of GT. At the end of this section, her propsals will be evaluated in terms of innovation. In a third section her arguments against Strauss & Corbin will be examined regarding their warrant and validity. Finally, the conclusion will draw together all arguments to solve the question about the exchangeability of the epistemological fundament of GT.
Author: Anna-Maria Damalis Publisher: GRIN Verlag ISBN: 3656167176 Category : Social Science Languages : en Pages : 25
Book Description
Seminar paper from the year 2007 in the subject Sociology - Methodology and Methods, grade: 1,3, University of Tubingen, language: English, abstract: I. Introduction Since the first publication of Grounded Theory (in the following GT) by Anselm L. Strauss and Barney Glaser in 1967, a lot of scientists and researchers have written about, applied and reformulated this theory-building method. What is lacking in many of these works is GT’s acknowledgement as a methodology. Many researchers have applied the procedures proposed by Strauss and Glaser, but they do not seem to be aware of the epistemological implications resulting from the use of the GT method. As Strauss together with his co-author Juliet Corbin stated: “In this book (Basics of Qualitative Research, BD/CL), we are offering more than a set of procedures. We are offering a way of thinking about and of viewing the world that can enrich the research of those who choose to use this methodology.” (Strauss/ Corbin 1998: 4) Kathy Charmaz appears to be an exception in this canon, since she is not only thinking about the philosophy of knowledge behind GT, but also attempting to renew the epistemological groundings of GT in the field of constructivism. This leads us to the main question of this thesis: Is this possible? Can the GT method be abstracted from the epistemology standing behind it and be founded on a new one? An affirmative answer would mean that GT from the beginning was simply a method and could be used by all researchers, no matter which tradition they belong to or which theoretical approach they pursue. Or as Charmaz put it: “...researchers starting from other vantage points – feminist, Marxist, phenomenologist – can use grounded theory strategies for their empirical studies.” (Charmaz 2000: 511) The negation of the question would imply that Charmaz’s constructivist approach cannot claim the term Grounded Theory for itself. The following paper will examine this question in greater detail in order to find a tentative answer. Starting with a short description of the development, procedures and epistemological foundations of GT , the second part will focus on Charmaz’s arguments brought forward against the variant of Strauss and her constructivist version of GT. At the end of this section, her propsals will be evaluated in terms of innovation. In a third section her arguments against Strauss & Corbin will be examined regarding their warrant and validity. Finally, the conclusion will draw together all arguments to solve the question about the exchangeability of the epistemological fundament of GT.
Author: Anna-Maria Damalis Publisher: GRIN Verlag ISBN: 3656167389 Category : Social Science Languages : en Pages : 29
Book Description
Seminar paper from the year 2007 in the subject Sociology - Methodology and Methods, grade: 1,3, University of Tubingen, language: English, abstract: I. Introduction Since the first publication of Grounded Theory (in the following GT) by Anselm L. Strauss and Barney Glaser in 1967, a lot of scientists and researchers have written about, applied and reformulated this theory-building method. What is lacking in many of these works is GT's acknowledgement as a methodology. Many researchers have applied the procedures proposed by Strauss and Glaser, but they do not seem to be aware of the epistemological implications resulting from the use of the GT method. As Strauss together with his co-author Juliet Corbin stated: "In this book (Basics of Qualitative Research, BD/CL), we are offering more than a set of procedures. We are offering a way of thinking about and of viewing the world that can enrich the research of those who choose to use this methodology." (Strauss/ Corbin 1998: 4) Kathy Charmaz appears to be an exception in this canon, since she is not only thinking about the philosophy of knowledge behind GT, but also attempting to renew the epistemological groundings of GT in the field of constructivism. This leads us to the main question of this thesis: Is this possible? Can the GT method be abstracted from the epistemology standing behind it and be founded on a new one? An affirmative answer would mean that GT from the beginning was simply a method and could be used by all researchers, no matter which tradition they belong to or which theoretical approach they pursue. Or as Charmaz put it: "...researchers starting from other vantage points - feminist, Marxist, phenomenologist - can use grounded theory strategies for their empirical studies." (Charmaz 2000: 511) The negation of the question would imply that Charmaz's constructivist approach cannot claim the term Grounded Theory for itself. The following paper will examine this question in greater detail in order
Author: Philipp Golka Publisher: Springer ISBN: 3030061000 Category : Social Science Languages : en Pages : 265
Book Description
Providing an in-depth case study on the emergence of social impact investing in the UK, this book develops a new perspective on financialization processes that highlights the roles of non-financial actors. In contrast to the common view that impact investing gears finance toward the solution of social problems, the author analyzes how these investments create new problems and inequalities. To explain how social impact investing became popular in British social policy despite its unclear effectiveness, the author focuses on cooperative relations between institutional entrepreneurs from finance and various non-financial actors. Drawing on field theory, he shows how seemingly unrelated social transformations – such as HM Treasury's expanding role in public service reform – may act as resonance spaces for the spread of finance. Opening up a new perspective on financialization processes in the terrain of public policy, this book invites readers to refocus scholarship on capitalist dynamics to the meso-level. Based on this analysis, the author also proposes ways to transform social impact investing to increase its potential for reducing global inequalities.
Author: Gabriele Kaiser Publisher: Springer ISBN: 3030156362 Category : Education Languages : en Pages : 532
Book Description
The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work.
Author: Courtney Nimura Publisher: Oxbow Books ISBN: 1789259347 Category : Social Science Languages : en Pages : 280
Book Description
Archaeology in the past century has seen a major shift from theoretical frameworks that treat the remains of past societies as static snapshots of particular moments in time to interpretations that prioritize change and variability. Though established analytical concepts, such as typology, remain key parts of the archaeologist’s investigative toolkit, data-gathering strategies and interpretative frameworks have become infused progressively with the concept that archaeology is living, in the sense of both the objects of study and the discipline as a whole. The significance for the field is that researchers across the world are integrating ideas informed by relational epistemologies and mutually constructive ontologies into their work from the initial stage of project design all the way down to post-excavation interpretation. This volume showcases examples of such work, highlighting the utility of these ideas to exploring material both old and new. The illuminating research and novel explanations presented contribute to resolving long-standing problems in regional archaeologies across Africa, Asia, Australia, Europe, and Oceania. In this way, this volume reinvigorates approaches taken towards older material but also acts as a springboard for future innovative discussions of theory in archaeology and related disciplines.
Author: Hilde Hein Publisher: Indiana University Press ISBN: 9780253114884 Category : Philosophy Languages : en Pages : 272
Book Description
"A first-rate introduction to the field, accessible to scholars working from a variety of disciplinary and theoretical perspectives. Highly recommended... " -- Choice "... offers both broad theoretical considerations and applications to specific art forms, diverse methodological perspectives, and healthy debate among the contributors.... [an] outstanding volume."Â -- Philosophy and Literature "... this volume represents an eloquent and enlightened attempt to reconceptualize the field of aesthetic theory by encouraging its tendencies toward openness, self-reflexivity and plurality." -- Discourse & Society "All of the authors challenge the traditional notion of a pure and disinterested observer that does not allow for questions of race/ethnicity, class, sexual preference, or gender." -- Signs These essays examine the intellectual traditions of the philosophy of art and aesthetics. Containing essays by scholars and by the writer Marilyn French, the collection ranges from the history of aesthetic theory to a philosophical reflection on fashion. The contributions are unified by a sustained scrutiny of the nature of "feminist," "feminine," or "female" art, creativity, and interpretation.
Author: Henrietta L. Moore Publisher: John Wiley & Sons ISBN: 0470673354 Category : Social Science Languages : en Pages : 629
Book Description
This second edition of the widely praised Anthropology in Theory: Issues in Epistemology, features a variety of updates, revisions, and new readings in its comprehensive presentation of issues in the history of anthropological theory and epistemology over the past century. Provides a comprehensive selection of 60 readings and an insightful overview of the evolution of anthropological theory Revised and updated to reflect an on-going strength and diversity of the discipline in recent years, with new readings pointing to innovative directions in the development of anthropological research Identifies crucial concepts that reflect the practice of engaging with theory, particular ways of thinking, analyzing and reflecting that are unique to anthropology Includes excerpts of seminal anthropological works, key classic and contemporary debates in the discipline, and cutting-edge new theorizing Reveals broader debates in the social sciences, including the relationship between society and culture; language and cultural meanings; structure and agency; identities and technologies; subjectivities and trans-locality; and meta-theory, ontology and epistemology
Author: Linda A. Murray Publisher: Oxford University Press, USA ISBN: Category : Computers Languages : en Pages : 200
Book Description
A collection of essays discussing the development, application and implications of intelligence systems. Topics include the role of the human expert, how best to represent knowledge, the interface between user and machine, and the organizational context in which intelligent systems are deployed.
Author: David Carr Publisher: Routledge ISBN: 1134478135 Category : Education Languages : en Pages : 352
Book Description
Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject. The book is divided into three parts: education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogy learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessment schooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline. This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning
Author: Anna-Maria Damalis
Author: Anna-Maria Damalis
Author: Anna-Maria Damalis
Author: Philipp Golka
Author: Gabriele Kaiser
Author: Courtney Nimura
Author: Hilde Hein
Author: Henrietta L. Moore
Author: Aslib. Informatics Group
Author: Linda A. Murray
Author: David Carr