A. E. Clarke’s situational analysis in terms of its potentials for qualitative studies in music pedagogy

Abstract

Grounded Theory Methodology (GTM) is a widespread research style in music education. Adele Clarke’s situational analysis approach claims to extend the GTM to contemporary aspects of qualitative research. Until now, however, Clarke’s approach has rarely been used in music education. This text investigates some of the potentials that situational analysis holds for research in music education. Along with its focus on the most significant recent theoretical developments, this text also presents Clarke’s various “mapping“ procedures and critically reflects upon them  using examples from the author’s own research projects. Building on that, it makes suggestions regarding the mapping of chronological sequences as relevant to research on developments and processes within (music) education. All in all, the new developments introduced by Clarke prove to be beneficial for educational research – particularly in terms of capturing diversity and complexity, making partial perspectives visible and capturing discourse-analytical elements. Clarke’s mapping procedure also, however, proves to come along with some practical research challenges.