Doing constructivist grounded theory research with ethnographic fieldwork to understand schoolchildren's involvement in school bullying / By Robert Thornberg.

This chapter draws on a Constructivist Grounded Theory (CGT) study in which I used ethnographic fieldwork in school to examine, analyse, and theorise school bullying. The chapter discusses the legacy of the Chicago School in CGT field research in four areas: (1) foreshadowing research problems as open, exploratory, provisional, and revisable; (2) adopting a loose and revisable theoretical framework; (3) negotiating access in fieldwork and field relations including in relation to critical reflexivity; (4) being iterative in my approach, moving back and forth between fieldwork and analysis, including theoretical sampling. The chapter provides helpful insights to readers interested in doing CGT field research aimed at exploring and conceptualising a theoretical understanding of children’s social life and perspectives.

Ingår i:The Routledge international handbook of constructivist grounded theory in educational researchSidorna 132-1499781003425403

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