Abstract
When researching education and social practices, methodological considerations are no longer—if indeed they ever were—linear, seamless, or even consistently coherent. Increasingly, the markers of difference among research methodologies in the social sciences are challenged, ambushed even, as fit-for-purpose methodological relationships are constructed. This edited collection echoes such developmental trajectories from the oppositional stances of quantitative, qualitative, and mixed-methods to the emerging nimble, fluid, recursive, and iterative paradigms evocative of the messiness characterising the web of independent problems that emerge as research progresses (Ackoff, 1979; Law, 2004; Hester & Adams, 2014).
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Harreveld, B., Danaher, M., Lawson, C., Knight, B.A., Busch, G. (2016). Introduction. In: Harreveld, B., Danaher, M., Lawson, C., Knight, B., Busch, G. (eds) Constructing Methodology for Qualitative Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59943-8_1
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