Thoroughly revised, the Second Edition of A Guide to Qualitative Field Research provides novice researchers with comprehensive and accessible instructions for conducting qualitative field research. Using rich examples from classic ethnographies to help bring abstract principles alive, author Carol A. Bailey thoroughly explains the entire research process from selecting a topic to writing the final manuscript, and all of the steps in between!
New to the Second Edition:Offers Ten Techniques for Analyzing Data: Step-by-step instructions on how to use various techniques for analyzing data are provided that demystify what is often an overwhelming activity. There are three chapters devoted to ten techniques, including descriptions, typologies, taxonomies, visual representations, themes, story telling, critical events, and analytic induction.; Provides Increased Coverage of Ethics: Ethical issues in field research are examined, including the American Sociological Association's Code of Ethics in a new Chapter 2. This coverage illuminates that ethical concerns are always present and ethical dilemmas are not always easily resolved.; Includes New Discussions of Paradigms: More coverage of paradigms is given as well as their implications for the research enterprise, sampling, reflexivity, member checks, triangulation, and criteria for evaluating field research. This new edition has been significantly reorganized and expanded with a greater focus on the role of theory.
Clearly written, this accessible text is ideal for advanced undergraduate and graduate students studying qualitative methods and evaluation research across the social sciences.
Chapter 4: The Infrastructure of Qualitative Field Research
The Infrastructure of Qualitative Field Research
One of the difficulties inherent to writing about field research involves deciding how to organize the presentation of the interrelated “pieces” in order to enhance learning. This difficulty stems, in part, from the fact that qualitative researchers cannot agree on how many “pieces” exist—or even what they should be called. That different names are sometimes used to describe the same component of research adds to the confusion. However, in spite of a lack of consistency from researcher to researcher, we generally agree that all components or “pieces” are interrelated and influence each other—some in unidirectional and others in reciprocal ways. Additionally, most researchers agree that the field researcher does not proceed through steps one ...