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Reinventing grounded theory: some questions about theory, ground and discovery

Thomas, Gary and James, David (2006) Reinventing grounded theory: some questions about theory, ground and discovery. British Educational Research Journal, 32 (6). p. 767. ISSN 0141-1926

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URL of Published Version: http://dx.doi.org/10.1080/01411920600989412

Identification Number/DOI: 10.1080/01411920600989412

Grounded theory’s popularity persists after three decades of broad-ranging critique. In this article three problematic notions are discussed—‘theory,’ ‘ground’ and ‘discovery’—which linger in the continuing use and development of grounded theory procedures. It is argued that far from providing the epistemic security promised by grounded theory, these notions—embodied in continuing reinventions of grounded theory—constrain and distort qualitative inquiry, and that what is contrived is not in fact theory in any meaningful sense, that ‘ground’ is a misnomer when talking about interpretation and that what ultimately materializes following grounded theory procedures is less like discovery and more akin to invention. The procedures admittedly provide signposts for qualitative inquirers, but educational researchers should be wary, for the significance of interpretation, narrative and reflection can be undermined in the procedures of grounded theory.

Type of Work:Article
Date:2006 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:RA0421 Public health. Hygiene. Preventive Medicine
BF Psychology
L Education (General)
HM Sociology
RA Public aspects of medicine
RJ101 Child Health. Child health services
Institution:University of Birmingham
Copyright Holders:Taylor and Francis Group
ID Code:501
Refereed:YES
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