This Festschrift to honour Kathy Charmaz’s scholarship features fourteen chapters plus an editors’ introduction, exploring CGT extensively, examining topics including “Indigenization” of the method, its approaches to decolonizing research, uses of CGT in social justice research, and the legacies of Kathy Charmaz’s remarkable mentorship.

Highlighting the significance of Maines’ works in symbolic interactionism, Volume 57 of Studies in Symbolic Interaction documents his most celebrated areas of scholarship, including social structure, narrative sociology, social interaction, dialectic perspective, temporality, and mesostructure.

Highlighting fruitful accomplishments achieved by a range of symbolic interactionists, this volume exhibits the significance of studying inequality, a venture that not only enriches symbolic interactionism but human life as a whole.

This is the definitive guide to doing constructivist grounded theory. From gathering rich data and conducting interviews, to undertaking coding and writing up your study, this down-to-earth book guides you through all the steps you need to do grounded theory research. This revised third edition: Showcases 9 new case studies of grounded theory research in action from scholars across the globe, including Australia, Canada, Japan and the United States. Enables you to see, at a glance, how each chapter will develop your understanding with new learning objectives. Supports you to expand your knowledge with new further reading suggestions in every chapter. Retaining Kathy Charmaz’s characteristic warm and accessible style, this book is essential reading for anyone - undergraduate, postgraduate or researcher - looking to understand and do grounded theory research.

The Routledge International Handbook of Constructivist Grounded Theory in Educational Research provides a comprehensive overview of the state of the art in Constructivist Grounded Theory (CGT) methodology, including core grounded theory tenets and processes as well as constructivist ‘adaptations’. It features CGT research from across the education sector, including studies based in primary schooling, post-primary (second-level) schooling, and higher education. Across 5 parts and 20 chapters, the book makes explicit how CGT techniques and processes were implemented in the field, the way(s) in which challenges were navigated, and how educational researchers aligned their research processes to constructivist principles. It offers exemplars of good practice by educational researchers from Australia, Ireland, Italy, Norway, Sweden, Switzerland, the UK, and the USA. The Handbook synthesises learning from the experiences of CGT researchers in education to establish a framework of guidance for early career and more experienced researchers. Additionally, it directly interrogates and considers how to address challenges in the implementation of high-quality CGT and looks to the future of the methodology in educational research. This Handbook provides guidance and education-specific examples to doctoral students and researchers who wish to use or are using CGT in educational research. It will also be of significant interest to qualitative researchers in other disciplines like sociology, psychology, and nursing.

Due to his major contributions in qualitative inquiries, Norman K. Denzin is regarded as ‘the Father of Qualitative Inquiries.’ Volume 55 of Studies in Symbolic Interaction is a compilation of writings published in his honor.

Seeking a concise and substantial vision of symbolic interactionism, this volume manifests the crucial research endeavors and key elements that contribute to the vitality of the interactionist theoretical framework.