Designing interview studies on school bullying using a constructivist grounded theory approach / By Camilla Forsberg.

In this chapter, I attend to how a Constructivist Grounded Theory (CGT) approach has guided the design of some of my interview studies on school bullying. I focus on three key aspects in the constructivist approach that have been crucial in the design of the studies in question, including: (a) the theory–methods package combining symbolic interactionism and pragmatism; (b) how I included the sociology of childhood to explore students’ main concern(s) and develop my researcher role; and (c) the call for methodological self-consciousness to deal with issues of positionality. Throughout the chapter, I point to how these key CGT characteristics have offered me analytical tools for selecting what to attend to during data collection, for reflecting on myself as a researcher, and in shaping actions taken in the (re)design of the interview studies. I also examine how these aspects helped me reflect on positionality during my interview studies with students and use examples from some of my interview studies on school bullying for illustrative purposes.

Ingår i:The Routledge international handbook of constructivist grounded theory in educational researchSidorna 117-1319781003425403

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