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Biographical research is in a similar situation it has developed its own general aim of research-that the analysis of life history should lead to theoretical condensations-and this approach is relevant beyond language boundaries (see Wengraf, 2001 Rosenthal, 2004).Īt the same time, we find approaches or schools that are specific for certain contexts and play a major role in these contexts, while they are recognized in other contexts in a very limited way and sometimes do not even look for recognition in these other contexts. The interest in this approach is normally concentrated on developing a theory from empirical material and from analyzing it. Thus, the approach of grounded theory (see also Gibbs, 2007) was originally developed in the US and can be seen as a qualitative approach in its own right in the Anglo-Saxon but also in the German discussion. Each of them is characterized by certain basic assumptions, research interests, and-normally but not always resulting from that-methods and methodological preferences. Here we can on the one hand distinguish theoretical and methodological schools. Qualitative research has developed in different contexts. What is qualitative research and what are we referring to?īefore entering the discussion of our issue, some remarks are necessary about what the point of reference should be for it.
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