Methodology: Who Needs It?

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Overview

In this book, Martyn Hammersley argues that many social scientists are ambivalent about methodology becauseof a wider problem: the gradual decline of a previously influential academic model of inquiry. This has occurred as a result of ideological challenges and the erosion of the institutional conditions that support academic work. He defends this model, spelling out the demands it places upon social scientists, and examining such issues as the proper role of methodology, the nature of objectivity, the false idea that social scientists should be intellectuals or social critics, the dialectic of academic discussion, the ethics of belief, and the limits of academic freedom.

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Product Details

  • ISBN-13: 9781849202046
  • Publisher: SAGE Publications
  • Publication date: 1/30/2011
  • Pages: 224
  • Product dimensions: 6.70 (w) x 9.60 (h) x 0.70 (d)

Meet the Author

Martyn Hammersley is Professor of Educational and Social Research at The Open University. He has carried out research in the sociology of education and the sociology of the media. However, much of his work has been concerned with the methodological issues surrounding social enquiry. He has written several books, including: Reading Ethnographic Research (Longman 1991); What's Wrong with Ethnography? (Routledge 1992); The Politics of Social Research (Sage 1995); Taking Sides in Social Research (Routledge, 1999); Educational Research, Policymaking and Practice (Paul Chapman, 2002), Questioning Qualitative Inquiry (Sage 2008), Methodology, Who Needs It? (Sage, 2011), and What is Qualitative Research? (Continuum/Bloomsbury, 2013)

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Table of Contents

Introduction
PART ONE: THE ROLE OF THE RESEARCHER: LIMITS, OBLIGATIONS AND VIRTUES
Methodology, Who Needs It?
On the Social Scientist as Intellectual
Should Social Science Be Critical?
Objectivity as an Intellectual Virtue
Too Good to Be False? The Ethics of Belief
PART TWO: THE DIALECTIC OF KNOWLEDGE PRODUCTION
Models of Research: Discovery, Construction and Understanding
Merely Academic? A Dialectic for Research Communities
Academic Licence and Its Limits: The Case of Holocaust Denial
Epilogue

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