Edited by Sara Delamont
Good qualitative sociology of education uses appropriate methods of data collection and analysis to answer sociological questions: that is questions which are based in sociological theory. The appropriate data have to be analysed in order to make them usable in framing sociological arguments. The key developments in the theoretical perspectives deployed since 1945, and the main methods used to address them, are outlined. The argument is that qualitative sociological research has been grounded in different theoretical discourses, such as symbolic interactionism and poststructuralism, from quantitative sociological work on education. Areas neglected by qualitative sociologists of education are highlighted and the familiarity problem outlined.
Michael R.M. Ward and Sara Delamont
This chapter introduces and outlines the second edition of the Handbook of Qualitative Research in Education. In this chapter we focus on the core principles which shape the book and how we divide the book up into four sections. These four sections concentrate on the theoretical and disciplinary perspectives of research in education, the non-school settings qualitative educational research takes place in, how data is collected and finally how data is analysed and presented in various ways. We then discuss the changes we have made to the first edition and describe the chapters which make up this Handbook.