The Power of Constructivist Grounded Theory for Critical Inquiry

2016 ◽  
Vol 23 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Qualitative Inquiry ◽  
Methodological Individualism ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Critical Questions

The pragmatist roots of constructivist grounded theory make it a useful method for pursuing critical qualitative inquiry. Pragmatism offers ways to think about critical qualitative inquiry; constructivist grounded theory offers strategies for doing it. Constructivist grounded theory fosters asking emergent critical questions throughout inquiry. This method also encourages (a) interrogating the taken-for-granted methodological individualism pervading much of qualitative research and (b) taking a deeply reflexive stance called methodological self-consciousness, which leads researchers to scrutinize their data, actions, and nascent analyses. The article outlines how to put constructivist grounded theory into practice and ends with where this practice could take us.

“With Constructivist Grounded Theory You Can’t Hide”: Social Justice Research and Critical Inquiry in the Public Sphere

2019 ◽  
Vol 26 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Public Sphere ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Justice Research ◽  
The Public ◽  
Critical Questions ◽  
Social Justice Research ◽  
The Public Sphere

This article addresses how constructivist grounded theorists grapple with conducting their research and use the method for social justice research and critical inquiry in the public sphere. To explicate how using this method ensues, I sought reflections from four researchers explaining why they adopted the method and how they used it. I also reviewed more than 40 constructivist grounded theory studies concerning research in the public sphere to illuminate the authors’ methodological strategies and decisions. These researchers’ reflexive stance toward their preconceptions, positions, and research actions supports exploring critical questions and fosters using grounded theory strategies to answering them.

scholarly journals Foundations of Unlimited

2015 ◽  
Author(s):  
Anna Azulai
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
Qualitative Methods ◽  
Qualitative Inquiry ◽  
Practical Application ◽  
User Friendly ◽  
Traditional Approaches ◽  
Methodological Aspects

Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed.) is an informative, engaging and user-friendly book by J. W. Creswell (2012) that is focused on practical application of qualitative research methods in social inquiry. The author provided a useful comparison of the five types of qualitative inquiry (narrative, phenomenology, ethnography, grounded theory, and case study) and discussed foundational and methodological aspects of the five traditional approaches. Creswell also effectively demonstrated how the type of the approach of qualitative inquiry shaped the design or procedures of a study. This book could be particularly useful to novice researchers and graduate students who are new to qualitative research, as well as to educators teaching qualitative methods of inquiry.

scholarly journals A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

2015 ◽  
Author(s):  
Robin Cooper ◽  
Ronald Chenail ◽  
Stephanie Fleming
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Learning Experience ◽  
Meta Analysis ◽  
Learning Experiences ◽  
Constructivist Grounded Theory ◽  
Primary Research ◽  
Research Education ◽  
Key Dimensions ◽  
Research Students

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students’ experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students’ learning experiences—affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students’ learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research.

Theory and Research in Audiology Education: Understanding and Representing Complexity through Informed Methodological Decisions

2013 ◽  
Vol 24 (05) ◽  
pp. 344-353 ◽  
Author(s):  
Stella L. Ng
Keyword(s):  
Qualitative Research ◽  
Academic Writing ◽  
Professional Education ◽  
Qualitative Inquiry ◽  
Constructivist Grounded Theory ◽  
Relevant Research ◽  
Academic Field ◽  
Generic Qualitative ◽  
Research Questions ◽  
Research In Education

Background: The discipline of audiology has the opportunity to embark on research in education from an informed perspective, learning from professions that began this journey decades ago. The goal of this article is to position our discipline as a new member in the academic field of health professional education (HPE), with much to learn and contribute. Purpose: In this article, I discuss the need for theory in informing HPE research. I also stress the importance of balancing our research goals by selecting appropriate methodologies for relevant research questions, to ensure that we respect the complexity of social processes inherent in HPE. Data Collection and Analysis: Examples of relevant research questions are used to illustrate the need to consider alternative methodologies and to rethink the traditional hierarchy of evidence. I also provide an example of the thought processes and decisions that informed the design of an educational research study using a constructivist grounded theory methodology. Conclusions: As audiology enters the scholarly field of HPE, we need to arm ourselves with some of the knowledge and perspective that informs the field. Thus, we need to broaden our conceptions of what we consider to be appropriate styles of academic writing, relevant research questions, and valid evidence. Also, if we are to embark on qualitative inquiry into audiology education (or other audiology topics), we need to ensure that we conduct this research with an adequate understanding of the theories and methodologies informing such approaches. We must strive to conduct high quality, rigorous qualitative research more often than uninformed, generic qualitative research. These goals are imperative to the advancement of the theoretical landscape of audiology education and evolving the place of audiology in the field of HPE.

Affirmative Critique as Minor Qualitative Critical Inquiry

2017 ◽  
Vol 10 (4) ◽  
pp. 430-449
Author(s):  
Camilla Eline Andersen
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Knowledge Creation ◽  
Ways Of Knowing ◽  
Qualitative Inquiry ◽  
Critical Inquiry ◽  
Childhood Education ◽  
Way Of Thinking

This article considers what to do with a political questioning of how to perform qualitative research when engaging with stuck bodily happenings. It does so inspired by philosophical-theoretical-methodological flows in the field of qualitative research where working against colonial ways of knowing and justice-oriented knowledge creation is of importance. The article's storying evolves from a reality- and philosophy-driven curiosity of race in relation to professionalism in early childhood education in a Nordic landscape. As a way of thinking through how to perform critical qualitative inquiry when positioned in a monist materialist thinking and within a philosophy of desire (Deleuze & Guattari, 1983, 1987), it explores Braidotti's (2011, 2013) “affirmative critique” as a way of working creatively with resistance.

scholarly journals "It's Just a Prank, Bro!": Examining College Hazing with Constructivist Grounded Theory and Qualitative Research Methods

2020 ◽  
Author(s):  
Kellie Alexander
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Group Behavior ◽  
College Campus ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Sport Club ◽  
Structured Interviews ◽  
Grounded Theory Approach ◽  
University Officials

There is a lack of in-depth, qualitative research into college hazing, particularly into groups such as sport club teams, creating gaps in understanding why hazing persists despite its risks. This project seeks to answer the questions: How do students in fraternities, sororities, and sport club teams experience hazing and how do these experiences shape how they perceive hazing? To answer these questions, I conducted semi-structured interviews with members of these groups on a college campus, and analyzed these interviews using a grounded theory approach, as per Charmaz (2006, 2017). I find that a slight majority of hazing occurs in recruitment settings, is prevalent among fraternity men’s experiences, and tends to involve alcohol consumption. Importantly, students believe hazing achieves group goals, and they minimize and normalize their experiences, creating much work for policymakers and university officials to change the conversation around prosocial group behavior and the potential harms that can emerge from hazing activities.

scholarly journals Methodological Gravitism

2014 ◽  
Author(s):  
Muhammad Zaman
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Methodological Individualism ◽  
Theory Method ◽  
Culturally Specific ◽  
Grounded Theory Method ◽  
Social Positioning ◽  
The Social ◽  
Spouse Selection

In this paper the author presents the case of the exchange marriage system to delineate a model of methodological gravitism. Such a model is not a deviation from or alteration to the existing qualitative research approaches. I have adopted culturally specific methodology to investigate spouse selection in line with the Grounded Theory Method. This approach, indeed, suggests the unification of methodological individualism, collectivism, and the social positioning of the actor to study the complex and intricately intertwined networks of relatedness.

Gendered practices of family social workers: The case of the Czech Republic

2020 ◽  
pp. 002087282091167
Author(s):  
Barbora Gřundělová ◽  
Alice Gojová
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Czech Republic ◽  
Social Work ◽  
Social Workers ◽  
Social Constructionism ◽  
Research Strategy ◽  
Constructivist Grounded Theory ◽  
The Czech Republic ◽  
Group Interviews

The aim of this article is, through a study of the construction of gender in social work, to identify gendered practices of family social workers in their interactions with clients and to consider the implications of these practices for gendered power relations. Using social constructionism and a critical and interpretive framework, we carried out repeated individual and group interviews, while observing interactions between social workers and parents. A qualitative research strategy was used. Analysis of Constructivist Grounded Theory identified the six gendered practices in interactions with clients.

scholarly journals When Novice Researchers Adopt Constructivist Grounded Theory: Navigating Less Travelled Paradigmatic and Methodological Paths in PhD Dissertation Work

10.28945/2300 ◽  
2015 ◽  
Vol 10 ◽  
pp. 365-383 ◽  
Author(s):  
Daniel A Nagel ◽  
Victoria F Burns ◽  
Carla Tilley ◽  
Diane Aubin
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
Methodological Approach ◽  
Constructivist Grounded Theory ◽  
Research Project ◽  
The Common ◽  
The Many ◽  
Constructivist Approaches ◽  
Thesis Work

Graduate students considering constructivist grounded theory as a qualitative methodological approach may benefit from recognizing the many challenges they could face when embarking in thesis work. These challenges include great diversity in approaches to grounded theory, lack of congruity in how grounded theory methodology is described and understood within the literature, and a dearth of expertise and/or support within academic committees and institutions for both grounded theory and constructivist approaches to qualitative research. In this article, we describe why we selected constructivist grounded theory for our PhD work and the common challenges we encountered. Drawing on the analogy of preparing for a journey, we offer strategies for future graduate students including locating one’s ontological and epistemological worldview, finding grounded theory mentors, and facilitating a methodological fit with academic stakeholders. Our recommendations focus on how to navigate the challenging terrain of conducting a qualitative research project within a predominantly post-positivist landscape.

scholarly journals Making Things Right: Nurses' Experiences with Workplace Bullying—A Grounded Theory

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Donna A. Gaffney ◽  
Rosanna F. DeMarco ◽  
Anne Hofmeyer ◽  
Judith A. Vessey ◽  
Wendy C. Budin
Keyword(s):  
Grounded Theory ◽  
Workplace Bullying ◽  
Online Survey ◽  
The United States ◽  
Qualitative Inquiry ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Quality Outcomes ◽  
Nurse Administrators ◽  
Culture Of Silence

While bullying in the healthcare workplace has been recognized internationally, there is still a culture of silence in many institutions in the United States, perpetuating underreporting and insufficient and unproven interventions. The deliberate, repetitive, and aggressive behaviors of bullying can cause psychological and/or physical harm among professionals, disrupt nursing care, and threaten patient safety and quality outcomes. Much of the literature focuses on categories of bullying behaviors and nurse responses. This qualitative study reports on the experiences of nurses confronting workplace bullying. We collected data from the narratives of 99 nurses who completed an open-ended question embedded in an online survey in 2007. A constructivist grounded theory approach was used to analyze the data and shape a theory of how nursesmake things rightwhen confronted with bullying. In a four-step process, nurses place bullying in context, assess the situation, take action, and judge the outcomes of their actions. While many nurses do engage in a number of effective yet untested strategies, two additional concerns remain: inadequate support among nursing colleagues and silence and inaction by nurse administrators. Qualitative inquiry has the potential to guide researchers to a greater understanding of the complexities of bullying in the workplace.

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