The process of learning qualitative research has altered dramatically and this Handbook explores the growth, change, and complexity within the topic and looks back over its history to assess the current state of the art, and indicate possible future directions. Moving beyond textbook rehearsals of standard issues, the book examines key methodological debates and conflicts, approaching them in a critical, discursive manner.
Chapter 23: Reflections on Teaching Qualitative Methods in Geography
Reflections on Teaching Qualitative Methods in Geography
Introduction: The State of Qualitative Methods in Geography
After a heyday of dominance in the 1950s and 1960s, quantitative methods have been joined by an increased use of qualitative methods in research (Eyles and Smith, 1998; Limb and Dwyer, 2001; Hay, 2005; DeLyser, 2008). Indeed, Iain Hay (2005: 10) argues that, ‘In the last twenty-five years the pendulum of geographical methods within human geography has swung firmly from quantitative to qualitative methods … Qualitative methods have been in the ascendant since the 1980s.’ Further evidence of this trend is the growing membership of the Qualitative Research Specialty Group (QRSG) of the Association of American Geographers (AAG): it was established in 2000 with 91 ...