Book Review: Learning in the Field: An Introduction to Qualitative Research

Writing about methods at an introductory level can be particularly challenging. Authors addressing beginners cannot assume that readers come with core research concepts or basic understandings. Moreover, it is easy for novice readers to be put off by technical jargon and dry writing. Rossman and Rallis decided that the way to reach beginners was by taking readers inside the work of novices. To do this they created three characters—Ruth, Marla, and Anthony—whose experiences as students in a qualitative research course introduce each chapter. The first chapter opens with the three of them discussing their reaction to their first class in qualitative research, trying to sort out different uses for qualitative findings, a discussion in keeping with the theme of the first chapter: “Qualitative Research as Learning.” The second chapter, “The Researcher as Learner,” opens with the three students trying to come up with qualitative research questions for their class project assignment. The third chapter on “Planning the Research” has them struggling together interactively with design decisions. The next chapter on “Entering the Field” offers a dialogue about the problems of gaining access to disabled children who are wheelchair-bound. Marla asks: “What if the kids don’t really want you around? After all, you’ll be an outsider. And what if the parents won’t let you talk to their kids? I’m not sure I’d let some stranger talk to my child—put her under a microscope.” And so it goes for each subsequent chapter, “Gathering Data in the Field,” “Issues That Arise in the Field,” “Analyzing and Interpreting Data,” and “Presenting the Learnings.” Such creative scenarios are difficult to write in a way that is engaging and believable. Rossman and Rallis succeed, showing a sensitive ear to how students talk with each other in the process of learning about and facing the challenges of doing research. The core theme throughout the book is that research is a process of learning. Ruth, Marla, and Anthony are portrayed as actively engaged in and enjoying learning through qualitative