This book challenges the hyper-proliferation of concepts in modern social research, presenting a distinctive methodological response based on the exploration of diagrammatic relational spaces, designed to capture social process in a way that resists reductive categories, while producing powerful analyses.
This book challenges the hyper-proliferation of concepts in modern social research, presenting a distinctive methodological response based on the exploration of diagrammatic relational spaces, designed to capture social process in a way that resists reductive categories, while producing powerful analyses.
Russell Dudley-Smith is lecturer at the UCL Institute of Education, UK. His general research interests are in theoretical sociology and qualitative research methodology. His sociological work has looked at educational settings: the ritualisation of schooling, the formation of elite identities, and the necessary role of negativity in pedagogy. He has a methodological research interest in the varied recontextualisations of philosophy in many branches of social research, including French traditions in the philosophy of science and philosophical pragmatism. Natasha Whiteman is reader in Media and Communication at the University of Westminster, UK. Her research examines the ethical manoeuvring of media researchers and media consumers, with a particular focus on the study of illicit audience practices. Her methodological interests include the use of observational methods in online research and the formation of ethical subjectivity in qualitative research writing. She is the author of Undoing Ethics: Rethinking Practice in Online Research (2012).
Inhaltsangabe
Introduction 1. The sorcerer's apprentice syndrome 2. Diagrams as metaphors of containment 3. At the crossroads: The struggle to escape categorical diagramming 4. Relational diagramming 5. Ignorance vs. knowledge in the study of gender and technology 6. Diagramming relational research: Disentangling relationality from realism Conclusion
Introduction 1. The sorcerer's apprentice syndrome 2. Diagrams as metaphors of containment 3. At the crossroads: The struggle to escape categorical diagramming 4. Relational diagramming 5. Ignorance vs. knowledge in the study of gender and technology 6. Diagramming relational research: Disentangling relationality from realism Conclusion
Introduction 1. The sorcerer's apprentice syndrome 2. Diagrams as metaphors of containment 3. At the crossroads: The struggle to escape categorical diagramming 4. Relational diagramming 5. Ignorance vs. knowledge in the study of gender and technology 6. Diagramming relational research: Disentangling relationality from realism Conclusion
Introduction 1. The sorcerer's apprentice syndrome 2. Diagrams as metaphors of containment 3. At the crossroads: The struggle to escape categorical diagramming 4. Relational diagramming 5. Ignorance vs. knowledge in the study of gender and technology 6. Diagramming relational research: Disentangling relationality from realism Conclusion
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