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

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

Exiles in British sociology

We have all seen them, foreheads wrinkled like a ploughed field, pastel-shaded check summer shirts worn in winter, desks festooned with yellowed index cards covered in hieroglyphics, books like yours only in plainer covers and read more carefully, filthy cigarettes, an accent growing thicker with age. But we have all seen them too, the luxuriant thatch at seventy, the jacket and tie, the tidy desk, the London club and the house in the country, the pipe, the disdain for small talk made all the more intimidating by an English acquired somewhere between grammar school and Oxford. Self-contained in a way only the uprooted can be, mysterious because you never knew what questions to ask them, emissaries from worlds they have lost and you have never known: the Polish gentry, the central European peasantry, Jewish merchants, German workers and, most puzzling of all, the continental European middle class

Voluntary organizations and society–military relations in contemporary Russia

The 2014 crisis in Ukraine has refocused attention on Russia as a European security actor. Despite showing renewed military capability, compared to the post-Soviet period, Russian society–military relations have remained the same. This relationship (between society and the security organs) provides the key context for assessing security. Analysis of everyday militarization and the role of voluntary organizations (such as DOSAAF [Dobrovol'noe obshchestvo sodeistviya armii, aviatsii i flotu] and Nashi [Molodezhnoe demokraticheskoe antifashistskoe dvizheni]) in supporting the military can provide an important insight into Russian behaviour as a security actor. These organizations generate a pro-military outlook and at the same time provide training and activities, thus contributing to military effectiveness by developing the competency of young people prior to military service as well as increasing public knowledge of military affairs. However, strong support for the military, a lack of independent information, and an absence of a shared vision on how society–military relations should be developed and also represent political challenges in terms of everyday militarization. This dynamic is important for understanding both Russia's security posture and wider security implications for Europe

Psychiatric sequelae of low birth weight at 6 years of age

The study examined the association between low birth weight (LBW) (≤2,500 g) and attention deficit hyperactivity disorder (ADHD) in two socioeconomically disparate populations. LBW and normal birth weight (NBW) children from the 1983 to 1985 newborn lists of an urban and a suburban hospital in Southeast Michigan were randomly selected. A total of 823 children, 473 LBW and 350 NBW, participated. Data were gathered in 1990 to 1992, when the children were 6 to 7 years of age. The National Institute of Mental Health Diagnostic Interview Schedule for children—Parent version (DISC-P) was used to elicit information on DSM-III-R diagnoses of simple phobia, overanxious, separation anxiety, oppositional defiant, and ADHD. Teachers' ratings of behavior problems were obtained. LBW was associated with ADHD but not with childhood anxiety disorders or oppositional defiant disorder. The association was stronger in the urban than in the suburban population. Data from teachers' ratings revealed an association between LBW and attention problems. The prognostic significance of the observed psychopathology at 6 years of age requires follow-up assessment as the children mature.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44584/1/10802_2005_Article_BF01441637.pd