Marking Time, Making Methods: Temporality and Untimely Dilemmas in the Sociology of Youth and Educational Change

Autor/in	McLeod, Julie
Titel	Marking Time, Making Methods: Temporality and Untimely Dilemmas in the Sociology of Youth and Educational Change
Quelle	In: British Journal of Sociology of Education, 38 (2017) 1, S.13-25 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1254541
Schlagwörter	Qualitative Research; Longitudinal Studies; Youth; Educational Change; Educational Sociology; Research Methodology; Foreign Countries; Comparative Analysis; Research Projects; Research Design; Time; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Jugend; Jugendlicher; Jugendalter; Bildungsreform; Bildungssoziologie; Erziehungssoziologie; Research method; Forschungsmethode; Ausland; Forschungsvorhaben; Forschungsdesign; Zeit; Sekundarschüler; Australien
Abstract	This article explores how temporality and temporal regimes might be engaged in qualitative research in the sociology of education, proposing that such questions matter in relation to how research is done, not only to the topics and themes researched. The article shows how temporality enters into research designs, practices and imaginaries, arguing that research methodologies mobilise intersecting temporalities. Debates in the philosophy of history regarding the collision of temporalities are canvassed, and approaches are outlined for conceptualising temporality in reference to qualitative studies. To illustrate these arguments, an account is offered of theoretical and methodological approaches framing a new qualitative longitudinal study of young people and secondary schooling in Australia; to highlight the historicity of methodologies, comparisons are also drawn between this study and an earlier related longitudinal study undertaken in the 1990s. The article concludes by inviting a re-consideration of the possibilities for a renewal of historical sociology of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01