17 found
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  1.  6
    Response to Sheehan Et Al’s ‘In Defence of Governance: Ethics Review and Social Research’.Martyn Hammersley - 2018 - Journal of Medical Ethics 44 (10):717-718.
    This response welcomes Sheehan et al ’s discussion of the criticisms that have been made of mandatory, pre-emptive ethics regulation and their outline of a philosophical rationale for it. However, it is argued that they misrepresent some of the key criticisms and fail to provide any effective response to them.
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  2.  18
    Research as Emancipatory: The Case of Bhaskar's Realism.Martyn Hammersley - 2002 - Journal of Critical Realism 1 (1):33-48.
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  3.  24
    Book Review: Felix Kaufmann’s Theory and Method in the Social Sciences, by Robert S. Cohen and Ingeborg K. Helling, Eds. [REVIEW]Martyn Hammersley - 2017 - Philosophy of the Social Sciences 47 (2):175-180.
  4.  26
    Research as Emancipatory: The Case of Bhaskar's Critical Realism.Martyn Hammersley - 2002 - Journal of Critical Realism 1 (1):33-48.
  5. Reviews : Anthony P. Cohen (Ed.), Symbolising Boundaries: Identity and Diversity in British Cultures, Manchester: Manchester University Press, 1986, £25.00, 185 Pp. [REVIEW]Martyn Hammersley - 1988 - History of the Human Sciences 1 (2):279-283.
  6.  3
    Alfred Schutz and Ethnomethodology: Origins and Departures.Martyn Hammersley - 2019 - History of the Human Sciences 32 (2):59-75.
    The work of Alfred Schutz was an important early influence on Harold Garfinkel and therefore on the development of ethnomethodology. In this article, I try to clarify what Garfinkel drew from Schutz, as well as what he did not take from him, specifically as regards the task of social inquiry. This is done by focusing in detail on one of Schutz’s key articles: ‘Concept and Theory Formation in the Social Sciences’. The aim is thereby to illuminate the relationship between Schutz’s (...)
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  7.  31
    Philosophy's Contribution to Social Science Research on Education.Martyn Hammersley - 2006 - Journal of Philosophy of Education 40 (2):273–286.
  8.  38
    Should Social Science Be Critical?Martyn Hammersley - 2005 - Philosophy of the Social Sciences 35 (2):175-195.
    has become an honorific title used by researchers to commend their work, or the particular approach they adopt. Conversely, the work of others is often dismissed on the grounds that it is "uncritical". However, there are important questions about what the term critical means, about what we should be critical of, and about the form that criticism ought to take. These questions are addressed here in relation to both the role of the social researcher itself and that of researchers operating (...)
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  9.  22
    The Case of the Disappearing Dilemma: Herbert Blumer on Sociological Method.Martyn Hammersley - 2010 - History of the Human Sciences 23 (5):70-90.
    Herbert Blumer was a key figure in what came to be identified as the Chicago School of Sociology. He invented the term ‘symbolic interactionism’ as a label for a theoretical approach that derived primarily from the work of John Dewey, George Herbert Mead and Charles Cooley. But his most influential work was methodological in character, and he is generally viewed today as a prominent critic of positivism, and of the growing dominance of quantitative method within US sociology. While this picture (...)
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  10.  17
    Aristotelian or Galileian? On a Puzzle About the Philosophical Sources of Analytic Induction.Martyn Hammersley - 2010 - Journal for the Theory of Social Behaviour 40 (4):393-409.
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  11.  27
    Case Studies as Spurious Evaluations: The Example of Research on Educatioal Inequalities.Peter Foster, Roger Gomm & Martyn Hammersley - 2000 - British Journal of Educational Studies 48 (3):215-230.
    This article notes that much case study research focusing on educational inequalities is evaluative in character, in the sense that it draws value conclusions. Moreover, the evaluative character of these conclusions is often implicit. We argue that practical evaluation of this kind is inappropriate in research reports. We then discuss the legitimate role that values can play in case study research, notably in providing the basis for identifying important topics for inquiry and in selecting explanations from among causal factors. We (...)
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  12.  1
    The Influence of Felix Kaufmann’s Methodology on Harold Garfinkel’s Ethnomethodology.Martyn Hammersley - forthcoming - Philosophy of the Social Sciences:004839311988333.
    This paper examines the “methodology,” or philosophy of social science, developed by Felix Kaufmann in the second quarter of the 20th century, with the aim of determining its influence on the early work of the sociologist Harold Garfinkel. Kaufmann’s two methodology books are discussed, one written before, the other after, his migration from Austria to the United States. It is argued that Garfinkel took over Kaufmann’s conception of scientific practice: as a set of procedural rules or methods that determine whether (...)
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  13.  7
    Post Mortem or Post Modern? Some Reflections on British Sociology of Education.Martyn Hammersley - 1996 - British Journal of Educational Studies 44 (4):395-408.
    The current state of British sociology of education is reviewed; noting its decline, but suggesting that its influence has been dispersed throughout educational research in Britain. It is argued that its fate is not simply a product of external attack but also derives from internal problems. Against this background, it is suggested that postmodernism can be treated as a stimulus for a fundamental reconsideration of the proper nature and role of academic research on education.
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  14.  9
    Was Blumer a Cognitivist? Assessing an Ethnomethodological Critique.Martyn Hammersley - 2018 - Journal for the Theory of Social Behaviour 48 (3):273-287.
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  15.  7
    Educational Research: Current IssuesEducational Research in Action.Margaret B. Sutherland, Martyn Hammersley, Roger Gomm & Peter Woods - 1994 - British Journal of Educational Studies 42 (3):321.
  16.  9
    The Rhetorical Turn in Ethnography.Martyn Hammersley - 1993 - Social Science Information 32 (1):23-37.
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  17.  8
    A Response to Barry Troyna's ‘Children, “Race” and Racism: The Limits of Research and Policy’.Martyn Hammersley - 1992 - British Journal of Educational Studies 40 (2):174-177.