ABSTRACT
There are already plenty of books available on qualitative methods in general and ethnography in particular (Hammersley and Atkinson, 1995; Burgess, 1984a; Lofland and Lofland, 1995; Spradley, 1979; Denzin and Lincoln, 2000; and Atkinson et al., 2001, for example). There are also several texts about qualitative methods in educational research (Dobbert, 1982; Le Compte and Preissle, 1994; Woods, 1996; Walker, 1985; Hitchcock and Hughes, 1989). Many of the books on feminist methods (e.g. Eichler, 1988; Stanley and Wise, 1993) contain advice on qualitative techniques. Coffey and Atkinson (1996) deal with analysis in more detail than I have done here. Coffey (1999) reflects on the relationships between the researcher’s self and the impact of that self on the field.
