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.

Policy, Research Design and the Socially Situated Researcher

Policy, research design and the socially situated researcher

During the last decade, geographers have called for more policy-centric geographic research aimed at social change (Peck, 1999; Massey, 2000, 2001, 2002; Martin, 2001a, b; 2002; Dorling and Shaw, 2002; Valentine, 2005; Ward, 2005; See the debate originally aired in Transactions, 1999).1 The same authors ask: Why, given the perspective geographers bring to social issues, are they so rarely engaged in policy discourses (Glasmeier, 2006, 2007)? Some authors argue the lack of engagement by geographers is due to the banality of most policy research, for example, planning activities. Others suggest the academic reward system devalues policy research and, in fact, penalizes faculty who do it. Still others suggest policy research ...

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