ABSTRACT
This chapter builds on selected theoretical paradigms that inform the way in which to go about researching learning in later life, particularly with marginalised populations. It discusses in more depth some of the philosophical considerations underpinning the design of research in this area for those working with older people using social care services. The chapter discusses the value of discourse analysis in relation to understanding these external influences and factors. It provides an example of documentary analysis as a research tool in examining discourses framing social work and social care in order to identify the rhetoric and realities that are important to understand when researching learning in later life. The chapter discusses analysis of the policy content across the two policies together from which the chapter outlines the thrust of the discourses identified: on transformation, participation and involvement, and learning. It concludes with a preliminary discussion of the findings and evaluation of the validity and reliability of the methods used.
