| Foreword |
|
v | |
| Dedication |
|
vii | |
|
|
|
xv | |
| Notes on Contributors |
|
xvii | |
| Preface |
|
xxii | |
|
Qualitative Research and Its Place in Human Geography |
|
|
1 | (22) |
|
|
|
|
|
|
|
|
1 | (1) |
|
|
|
2 | (1) |
|
What is qualitative research? |
|
|
3 | (8) |
|
What questions does qualitative research answer? |
|
|
3 | (4) |
|
Types of qualitative research |
|
|
7 | (3) |
|
The contribution of qualitative techniques to explanation in geography |
|
|
10 | (1) |
|
The relationship between qualitative and quantitative geography |
|
|
11 | (3) |
|
The history of qualitative research in geography |
|
|
14 | (4) |
|
Contemporary qualitative geography---theory/method links |
|
|
18 | (2) |
|
|
|
20 | (1) |
|
|
|
21 | (1) |
|
|
|
21 | (1) |
|
|
|
21 | (2) |
|
Power, Subjectivity and Ethics in Qualitative Research |
|
|
23 | (14) |
|
|
|
|
|
|
|
|
23 | (1) |
|
Introduction: on the social relations of research |
|
|
24 | (1) |
|
University ethical guidelines |
|
|
25 | (2) |
|
Privacy and confidentiality |
|
|
26 | (1) |
|
|
|
26 | (1) |
|
|
|
27 | (1) |
|
Moving beyond ethical guidelines: critical reflexivity |
|
|
27 | (2) |
|
Power relations and qualitative research |
|
|
29 | (2) |
|
Subjectivity and intersubjectivity in qualitative data collection |
|
|
31 | (3) |
|
Summary and prompts for critical reflexivity |
|
|
34 | (1) |
|
|
|
35 | (1) |
|
|
|
35 | (1) |
|
|
|
36 | (1) |
|
Qualitative Research Design and Rigour |
|
|
37 | (13) |
|
|
|
|
|
|
|
|
|
|
|
|
|
37 | (1) |
|
|
|
38 | (1) |
|
Asking research questions |
|
|
38 | (3) |
|
From asking research questions to conducting research |
|
|
39 | (2) |
|
Selecting cases and participants |
|
|
41 | (5) |
|
|
|
41 | (2) |
|
|
|
43 | (1) |
|
How to select participants |
|
|
44 | (1) |
|
How many participants to select |
|
|
44 | (2) |
|
|
|
46 | (2) |
|
|
|
48 | (1) |
|
|
|
49 | (1) |
|
|
|
49 | (1) |
|
|
|
49 | (1) |
|
|
|
50 | (33) |
|
|
|
|
|
|
|
|
51 | (1) |
|
Interviewing in geography |
|
|
51 | (2) |
|
|
|
51 | (1) |
|
Strengths of interviewing |
|
|
52 | (1) |
|
|
|
53 | (3) |
|
The interview schedule or guide |
|
|
54 | (2) |
|
|
|
56 | (4) |
|
Ordering questions and topics |
|
|
58 | (2) |
|
|
|
60 | (1) |
|
Semi-structured interviewing |
|
|
61 | (1) |
|
Unstructured interviewing |
|
|
61 | (3) |
|
|
|
62 | (1) |
|
|
|
63 | (1) |
|
|
|
64 | (7) |
|
|
|
65 | (2) |
|
|
|
67 | (3) |
|
|
|
70 | (1) |
|
Recording and transcribing interviews |
|
|
71 | (5) |
|
|
|
71 | (2) |
|
|
|
73 | (2) |
|
Assembling fieldnote files |
|
|
75 | (1) |
|
|
|
76 | (1) |
|
Presenting interview data |
|
|
77 | (2) |
|
|
|
79 | (1) |
|
|
|
80 | (1) |
|
|
|
80 | (1) |
|
|
|
81 | (2) |
|
Focussing on the Focus Group |
|
|
83 | (20) |
|
|
|
|
|
|
|
|
83 | (1) |
|
|
|
84 | (2) |
|
Using focus groups in geography |
|
|
86 | (3) |
|
Planning and conducting focus groups |
|
|
89 | (8) |
|
|
|
89 | (1) |
|
Composition of focus groups |
|
|
90 | (1) |
|
Size and number of groups |
|
|
91 | (1) |
|
|
|
91 | (1) |
|
|
|
92 | (2) |
|
|
|
94 | (3) |
|
Analysing and presenting results |
|
|
97 | (3) |
|
|
|
100 | (1) |
|
|
|
101 | (1) |
|
|
|
101 | (1) |
|
|
|
102 | (1) |
|
Being There: Research through Observing and Participating |
|
|
103 | (19) |
|
|
|
|
|
|
|
|
104 | (1) |
|
|
|
104 | (2) |
|
|
|
106 | (2) |
|
|
|
108 | (2) |
|
Power, knowledge and observation |
|
|
110 | (2) |
|
Stages of participant observation |
|
|
112 | (8) |
|
|
|
112 | (2) |
|
|
|
114 | (1) |
|
|
|
114 | (2) |
|
|
|
116 | (1) |
|
|
|
117 | (1) |
|
Analysis and presentation |
|
|
118 | (1) |
|
|
|
118 | (2) |
|
|
|
120 | (1) |
|
|
|
121 | (1) |
|
|
|
121 | (1) |
|
|
|
121 | (1) |
|
Reading Texts and Writing Geography |
|
|
122 | (22) |
|
|
|
|
|
|
|
|
122 | (1) |
|
What are texts and textual analysis? |
|
|
123 | (1) |
|
Approaches to reading texts |
|
|
124 | (5) |
|
|
|
125 | (1) |
|
|
|
126 | (1) |
|
Semiotics and deconstruction |
|
|
126 | (3) |
|
Reading texts: case studies |
|
|
129 | (2) |
|
Reading the National Geographic |
|
|
129 | (2) |
|
A postcolonial reading: Aboriginal people and the city |
|
|
131 | (7) |
|
|
|
133 | (3) |
|
|
|
136 | (2) |
|
|
|
138 | (3) |
|
|
|
141 | (1) |
|
|
|
142 | (1) |
|
|
|
142 | (2) |
|
Computers, Qualitative Data and Geographic Research |
|
|
144 | (17) |
|
|
|
|
|
|
|
|
145 | (1) |
|
|
|
145 | (2) |
|
|
|
145 | (1) |
|
FAQs---Frequently Asked Questions |
|
|
146 | (1) |
|
|
|
146 | (1) |
|
|
|
147 | (7) |
|
What are CAQDA (Computer-Assisted Qualitative-Data Analysis) systems? |
|
|
148 | (2) |
|
Reasons for using computers for qualitative research |
|
|
150 | (1) |
|
Fast-tasking and upscaling |
|
|
150 | (1) |
|
Versatility and interactivity |
|
|
151 | (2) |
|
Different types of software |
|
|
153 | (1) |
|
Strengths and weaknesses of CAQDA systems |
|
|
154 | (1) |
|
|
|
154 | (1) |
|
|
|
154 | (1) |
|
Conclusion---future directions |
|
|
155 | (1) |
|
|
|
156 | (1) |
|
|
|
156 | (1) |
|
|
|
157 | (2) |
|
Finding out more about CAQDA |
|
|
157 | (1) |
|
Finding out more about qualitative research |
|
|
157 | (1) |
|
Finding out more about computers |
|
|
158 | (1) |
|
Product pages for specific software packages |
|
|
158 | (1) |
|
|
|
159 | (1) |
|
|
|
159 | (1) |
|
Internet sites for geographers |
|
|
159 | (1) |
|
|
|
159 | (2) |
|
Writing In, Speaking Out: Communicating Qualitative Research Findings |
|
|
161 | (22) |
|
|
|
|
|
|
|
|
|
|
|
|
|
161 | (1) |
|
|
|
162 | (6) |
|
Positivist and neo-positivist approaches: universal objectivity |
|
|
162 | (4) |
|
Post-positivist approaches: situated knowledges |
|
|
166 | (2) |
|
Balancing description and interpretation---observation and theory |
|
|
168 | (12) |
|
The role of `theory' and the constitution of `truth' |
|
|
168 | (2) |
|
Writing and researching as mutually constitutive practices |
|
|
170 | (5) |
|
Issues of validity and authenticity |
|
|
175 | (5) |
|
|
|
180 | (1) |
|
|
|
181 | (1) |
|
|
|
181 | (1) |
|
|
|
181 | (2) |
| Glossary |
|
183 | (16) |
| References |
|
199 | (20) |
| Index |
|
219 | |