Phoenix, A;
(2014)
Reframing relevance: narratives of temporality and methodological turning points in research on families and gender.
International Journal of Social Research Methodology
, 17
(2)
pp. 105-119.
10.1080/13645579.2014.892655.
Text
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Abstract
To some extent, policy-relevant research on families and households addresses timeless questions designed to understand the processes that lead to particular social practices and outcomes for parents, children and professionals. Yet, the social contexts in which families and households negotiate their everyday practices are necessarily dynamic, as are research methods. In order to stay relevant, therefore, it is crucial that researchers update their theoretical frameworks and methods as well as their orientation to the social context. Julia Brannen’s successful accomplishment of research over the last 40 years exemplifies the ways in which continuing to do relevant research is not simply a question of remaining relevant, but also requires conceptual and methodological reframing over time. This paper traces some of the theoretical and methodological shifts and adjustments that have served to keep Julia Brannen’s research cutting edge, exciting and policy relevant. It does so both by considering how her preoccupations have shifted, expanded and remained and illustrating these shifts by drawing on literature more broadly.
Type: | Article |
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Title: | Reframing relevance: narratives of temporality and methodological turning points in research on families and gender |
DOI: | 10.1080/13645579.2014.892655 |
Publisher version: | http://dx.doi.org/10.1080/13645579.2014.892655 |
Language: | English |
Keywords: | collaboration, contract research, generations, innovative methods, intertextuality, mixed methods, narratives, novella, temporality |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/1475737 |
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