I had two primary objectives in preparing this book of readings. First, I wanted to expose readers to published research studies that illustrate various qualitative research approaches. In order to accomplish that, I had to decide what research approaches I wanted to use. This was fairly easy to accomplish. Of course, I didn't include all the qualitative research approaches that are out there. Due to space limitations, I chose to omit autoethnography, biography, and feminist philosophy, among others. However, I believe I selected those approaches most commonly used in education.

What proved much more daunting was the other component to accomplishing this objective: What research studies should I choose? How was I to decide? I had some general guidelines in mind. For instance, I wanted fairly recent studies to illustrate current practices. I also wanted a blend of those studies written by established scholars in the field and those written by scholars just entering the field. I decided to select articles from journals that I knew to be amenable to publishing qualitative research studies.

Next, I was faced with this dilemma: how to locate studies in which the topic was primarily related to education. I broadly defined this by also including studies about students or parents.

I encountered another problem: there was obviously no way to read all the studies published that illustrate a particular research approach. In fact, I read many, and I read the abstracts of many more. At some point, though, I knew I needed to just make a decision. I made a number of false starts. I began with an article and prepared comments, but found that the article was too long, or too cumbersome, or too difficult to understand, so I would abandon it and look for another. Due to space limitations, I decided I would include two examples for each research approach.

What you have just completed reading, then, represents my best efforts to expose you to qualitative research that represents a variety of research approaches, a variety of journals, and a mix of new and established scholars.

I do not want you to come away with the notion that these represent the best of what is out there. Rather, I want you to know these studies illustrate a range of what is available. I believe my comments about each study will help you to see its strengths and shortcomings.

My second objective was to present current issues about qualitative research. Even though you have gained knowledge about qualitative research, you will find that reading about some of the issues and controversies in the field should help you to position your knowledge in a broader context.

In writing the second part, I needed to decide what the issues were. Were some more important than others? I actually began to develop a list of issues and corresponding writing as I pursued my first objective. Once I had identified an issue, I needed to broaden my search. I knew I did not want to write [Page 306]literature reviews related to these issues. Rather, I wanted to expose you to writing by scholars in the field. I reviewed many articles covering a broad range of disciplines.

By no means can I say these are the only issues swirling in the qualitative research waters today, nor do I claim to have done a complete review of all that is written. I do believe that some issues are very important, though. That there is a movement to return to more foundationalist and conservative forms of research is clear. What fueled that movement remains somewhat fuzzy in my mind—politics, conservatism, or perhaps just those who are well intentioned but poorly informed. But if qualitative research is to survive—and I know it will—those in the field have a responsibility to make their voices heard.

A second issue is important to me personally—and to the profession: remove boredom from our writing. I have tried to avoid the use of jargon and obtuse language in my own writing. I have also tried to bring the personal into what I write. For me, at least, this helps overcome boredom. But I want you to take a lesson from Cauley and others and use techniques and language to engage your audience.

This book is about reading, writing, and thinking about qualitative research.

• Reading: This book of readings introduces you to published works related to qualitative research. Some of the readings I have included are meant to be exciting, interesting, and meaningful and others less so. It is also my intention for you to learn about new things and about new ways to conduct research.
• Writing: This book of readings introduces you to various means and manner of writing. Some of the writing is quite academic and detached. I believe that is true for some of the more traditional qualitative research approaches, especially grounded theory. Some of the writing is very personal and reflective. That is true for writing by authors who have a feminist background. Although I did not specifically include an article with a feminist perspective, you will see it permeates some of the writing. Some of the writing uses alternative presentation forms. I have offered you poems and a play.
• Thinking: This book of readings is designed to challenge your own thinking about research in general and qualitative research in particular. I ask you to consider these questions as you move ahead in the field:
  • Who sets the rules and criteria for what is the “right” kind of research?
  • Who should be in charge of this task?
  • How can we ensure that all voices are heard?
  • What role can you play as newcomers to the field?
  • What responsibilities do others already in the field have to the field and to you?