Bøger i International Institute for Qualitative Methodology Series serien

Focuses on two kindergarten classrooms, examining moments of disobedience as children interacted with children, their teachers, and the space and time elements of the classroom environments. This study also examines the elements of school, kindergarten and teachers within the spaces of their intersections with the children.

An exploration of how people who are concerned about globalization and consumption learn about these issues through their shopping and use that knowledge to change the status quo.

An exploration of how people who are concerned about globalization and consumption learn about these issues through their shopping and use that knowledge to change the status quo.

Meticulously documents cultural values and beliefs, dietary practaices, and the nutritional and health status of mothers in Indian squatter settlements.

Provides results of a landmark qualitative study of how lesbians and gays negotiate their sexual identities in mental health care contexts and manage institutional homophobia and heterosexism.

This participant observer study chronicles the stories of a group of poor Canadian women, their experience with exclusion by health and social service providers, and their involvement in a feminist action research project.

An accessible and moving research account of parents' experiences of grief and recovery after losing an infant during pregnancy, childbirth, or within the first month of life, drawing from the sociology of emotions, health research and psychology, her own experience, and a range of qualitative methods.

This grounded theory study explores how parents grieve, the meanings and casual explanations they attribute to Suddden Infant Death Syndrome, the effects of their grief on family relationships, and the strategies they use to cope and carry on.

In this narrative collage of ancient and contemporary storytelling, modern theory, and personal reflection, Ian William Sewall seeks to infuse western pedagogy with a folkloral teaching voice.

This phenomenological study investigates the lived experience of cancer and burn patients in pain and of the professionals who inflict pain in the context of medically prescribed treatments.

In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, this title explores the question: What is the discourse frame in which students and teachers work?