Efnisyfirlit

• Before the adventure…
• About the authors and contributors
• Acknowledgements
• Scene setting: What Thematic analysis: A practical guide offers you, and how to navigate your way through it
• Chapter overview
• Setting the scene for Thematic analysis: A practical guide
• Baking, adventures and maps: Is this a recipe book, a guidebook, or what?
• Navigating language and imagining the reader
• This is our mapping…
• Learning through doing: A practice-first approach to learning thematic analysis
• Who is the book for?
• A book of two parts
• Mapped adventure pathways: Navigating your way through the book
• Helpful things to support your adventure: The pedagogical features
• The companion website: An abundance of teaching and learning resources
• Section I Venturing forth! Doing reflexive thematic analysis
• 1 It’s almost time to depart: Getting ready for your thematic analysis adventure
• Chapter One overview
• Let us introduce you to thematic analysis
• What is reflexive TA?
• Table 1.1: Overview of some key differences between qualitative and quantitative research paradigms
• Can we provide a simple overview of reflexive TA?
• A qualitative sensibility for reflexive TA
• Box 1.1: Ten core assumptions of reflexive TA
• But wait, there’s more: Variation within reflexive TA
• Table 1.2: The variations of reflexive TA
• Reflexive TA offers guidelines, not rules, but a clear process
• Mentally preparing yourself to tackle your TA journey: Becoming comfortable with uncertainty and discomfort
• Subjectivity is at the heart of reflexive TA practice
• Reflexivity: The most important companion for your adventure
• Doing reflexivity for reflexive TA
• Box 1.2: Your values and politics in qualitative research
• The time to start reflexivity is … NOW
• Activity pause: A task to get reflexivity started…
• Reflective and reflexive journals
• Box 1.3: What might reflexive journal entries look like?
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• Before analysis: A brief design interlude
• Getting into design thinking… A guided activity
• Some readings to take you further into design thinking
• 2 Taking an initial lay of the land: Introducing our worked example dataset and doing familiarisation
• Chapter Two overview
• Today’s the day!
• The process of reflexive TA
• Box 2.1: Introducing six phases of reflexive thematic analysis
• Introducing and contextualising our worked example dataset
• Researcher reflection – Box 2.2: Situating myself in relation to these data (Ginny)
• Researcher reflection – Box 2.3: Situating myself in relation to these data (Victoria)
• Table 2.1: Anonymised but otherwise unedited comments from Seven Sharp Facebook post about “being childfree”
• What’s my purpose here? Settling on a research question
• Familiarisation (Phase one)
• Activity pause: Familiarisation
• Meaning, the dataset and the analytic process: A brief note on language
• Note-making for familiarisation
• Figure 2.1: Familiarisation Doodle for participant ‘Franz’
• Figure 2.2: Familiarisation Doodle for participant ‘Frank’
• Box 2.4: Ginny’s overall dataset familiarisation notes
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• 3 Exploring this world in detail: Doing coding
• Chapter Three overview
• Preparing for coding
• Box 3.1: Coding, codes and code labels in reflexive TA – a quick guide
• Coding is a systematic process
• Coding is organic, evolving and subjective
• Inductive and deductive orientations to data coding
• Semantic to latent coding
• Table 3.1: Dispelling some misconceptions about semantic and latent coding
• General guidelines for codes and code labels in reflexive TA
• Doing coding (Phase two)
• Activity pause: Before coding
• Box 3.2: A selection of six extracts from childfree dataset
• Table 3.3: A selection of childfree comments data with Code labels
• Actually wrangling data and codes: Technologies of coding
• Box 3.3: Is using QDAS better than coding in other ways?
• Researcher reflection – Box 3.4: Thematic analysis and QDAS
• Researcher reflection – Box 3.5: On Using NVivo
• Evolving your coding
• Box 3.6: Codes as building blocks for analysis
• Refining your coding through multiple rounds
• Can I stop coding yet?
• Chapter summary
• Want to learn more about…
• Activities for student readers
• 4 Finding, losing, then finding your way again: Developing your themes
• Chapter Four overview
• Understanding the key concept: What is this thing called a theme?
• In reflexive TA, a topic summary is not a theme
• In reflexive TA, a theme captures shared meaning, united by a central organising concept
• Generating initial themes (Phase three)
• Developing initial themes2 from your codes
• Figure 4.1: Coding and initial theme development with a cup of coffee
• Table 4.1: A selection of code labels and collated data extracts
• Using visual mapping for theme generation, development and review
• Figure 4.2: An initial mapping of patterns across childfree dataset
• Box 4.1: Theme levels in reflexive TA
• Five key things to keep in mind in the early stages of theme development
• Figure 4.3a & 4.3b: A dandelion head – fully connected seeds (4.3a) and partially dispersed seeds (4.3b)
• Box 4.2: How many themes? Some guiding considerations for theme development and review
• I quite like it here, should I stay longer? Tackling time management in (initial) theme development
• I’m struggling a bit, to be honest: Managing anxiety in the TA process
• Researcher reflection – Box 4.3: Facing the battle of anxiety and OCD when undertaking TA for the first time
• Researcher reflection – Box 4.4: Doing TA when you’ve got ADHD and anxiety: Reflections and strategies
• Developing and reviewing themes10 (Phase four)
• Figure 4.4: “Data says no”
• Theme development and revision with coded extracts
• Figure 4.5: Theme development as wrestling a sea-monster?
• Theme development and revision with the full dataset
• Box 4.5: Can my analysis be based on part of the dataset?
• What’s the point of this part of my adventure?
• Figure 4.6: Refined thematic map for ‘gains and losses’ analysis
• Figure 4.7: Refined (finalised) thematic map for ‘choice matters’ analysis
• Okay, so how would a topic summary be different from a shared meaning theme?
• Box 4.6: Illustrative ‘topic summary’: Reasons for being childfree
• But what about contradiction?
• Precision matters: Refining, defining and naming themes (Phase five)
• Box 4.8: Definition of the theme ‘deficient personhood’
• Naming themes
• Box 4.9: Naming themes related to ‘choice’ in the childfree dataset
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• 5 Arriving home and telling a story about your adventure: Writing your thematic analysis report
• Chapter Five overview
• Writing matters for analysis (Phase six)
• Setting the scene of your story (the introduction or literature review)
• Describing how you approached your adventure (the method/ology section)
• Explaining your choice of TA and what it offers
• Table 5.1: Is my rationale for TA strong enough?
• Table 5.2: Examples of rationales for (reflexive) TA from published research
• Describing what you actually did during analysis
• Box 5.2: An example of a student analysis process write-up
• Telling your analytic story (the results and discussion section)
• Introducing the analysis
• Table 5.3: Example of a theme summary table
• Structuring the analysis section
• Box 5.4: Writing separate results and discussion sections
• Selecting data extracts
• Data extracts and your analytic narrative
• Box 5.5: Illustrative and analytic treatment of data extracts in reporting a theme
• Traps to easily avoid when reporting your analysis in reflexive TA
• Box 5.6: Don’t try this at home – paraphrasing your data
• Is ‘thick description’ something I should be aiming for?
• The flow of the story
• Should I use numbers to report theme ‘frequency’?
• Should I claim generalisability in reporting my TA?
• Table 5.4: Different types of qualitative generalisability
• Drawing conclusions
• Reflection and evaluation in your write-up
• Telling your story well: The value of the edit
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• Section II Going deeper for tip-top reflexive thematic analysis: Theory, interpretation, and quality matters
• 6 A not-so-scary theory chapter: Conceptually locating reflexive thematic analysis
• Chapter Six overview
• There’s no such thing as atheoretical TA!
• What sorts of theory are we discussing?
• Key basic starting points for TA and theory
• The diversity of qualitative research: Revisiting some important conceptual divisions
• Figure 6.1: It’s all connected: Qualitative orientation, theory, questions and methods
• Researcher reflection – Box 6.1: An example of experiential TA: African Caribbean women ‘staying strong’?
• Researcher reflection – Box 6.2: An example of critical TA research: Onward Gay Christian Soldiers?
• Let’s get theoretical!
• What do we think language does? Three theories of language
• Box 6.3: Theories of language applied to data
• Introducing the ’ologies: The big scary theory
• Theories of reality: Ontologies
• Realism
• Critical realism
• Box 6.4: Some of the complexity of critical realism
• Researcher reflection – Box 6.5: Coming to critical realism
• Relativism
• Do I really have to think about ontology for TA?
• Theories of knowledge: Epistemologies
• (Post)positivism
• Contextualism
• Constructionism
• Researcher reflection – Box 6.6: Beyond western ontologies and epistemologies: Using TA in the context of Indigenous knowledge frameworks
• Box 6.7: Is constructivism just a different name for constructionism?
• Checking out the view from the houses of epistemology
• Back to the confusion… Big Theory is contested terrain
• Theory as it’s used: Some TA examples
• Table 6.2: Some varied use of theory in published TA research
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• 7 So what? The importance of interpretation in reflexive thematic analysis
• Chapter Seven overview
• Doing interpretation during theme development
• What is interpretation?
• Interpretation needs to be defensible!
• Different modes of interpretation for reflexive TA
• From more descriptive to more interpretative modes of analysis
• Experiential to critical orientations in interpretation of data patterns
• Box 7.1: Shifting from an experiential to critical orientation to build analytic depth
• A deductive orientation: Working with existing theoretical concepts in doing interpretation
• Box 7.2: Explanatory theory in reflexive TA
• Locating data within the wider context
• Minimising harm in interpretation: Ethics, politics and representation
• Box 7.3: Interpretation across difference: Power, privilege and positioning
• Chapter Summary
• Want to learn more about…?
• Activities for student readers
• 8 One big happy family? Understanding similarities and differences between reflexive thematic analysis and its methodological siblings and cousins
• Chapter Eight overview
• A brief and partial history of ‘thematic analysis’
• Variation across TA approaches: Core concepts
• Coding: Process and/or output?
• What is a theme?
• Table 8.2: Shared-meaning themes vs. topic summaries
• Researcher subjectivity (reflexivity)
• A process of theme development or identification?
• Box 8.1: How do I get my themes in TA? Two different conceptualisations of the process
• Figure 8.1: Themes do not emerge!
• Mapping the main members of the TA family: Our tripartite clustering
• Table 8.3: Comparing TA: A quick overview of different forms of TA
• Coding reliability approaches: Small q thematic analysis
• What do we think is problematic about coding reliability approaches to TA?
• Codebook approaches to TA (medium q)
• Template analysis
• Do we perceive any problems with template analysis?
• Framework analysis
• Do we perceive any problems with framework analysis?
• Challenges with using codebook approaches in general
• So is reflexive TA the best approach to TA?
• But wait… there’s even more? Other approaches to thematic analysis
• Box 8.2: Thematic coding
• Box 8.3: Polytextual TA for visual data analysis
• Researcher reflection – Box 8.4: How I use TA on visual data
• Figure 8.2: Image of Inverness Castle with white grid lines overlay
• Figure 8.3: Initial analysis of photograph
• ‘Off-label’ TA: Combining thematic analysis with other approaches
• Researcher reflection – Box 8.5: Combining TA and discourse analysis
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• 9 Getting your own house in order: Understanding what makes good reflexive thematic analysis to ensure quality
• Chapter Nine overview
• They did what? Common problems we encounter in TA work
• Table 9.1: Strengths and limitations of reflexive TA
• Figure 9.1: Reflexive TA bingo
• Table 9.2: Common problems and good practice in (reflexive) TA research
• Premature closure of the analysis
• Strategies for ensuring quality in your TA research
• Table 9.3: Our 15-point checklist for good reflexive TA – version 2022
• Reflexive journaling
• Box 9.1: Check yourself! Avoiding ‘positivism creep’ by developing a qualitative sensibility
• Talking about your data and analysis with others
• Allowing time for your analytic insights to fully develop
• Working with an experienced supervisor, mentor or co-researcher
• Making sure themes are themes, and naming them carefully
• Drawing inspiration from excellent examples of published research
• Demonstrating quality through an electronic or paper trail
• Managing quality during the publication process
• Are generic qualitative quality criteria and strategies useful in TA research?
• Chapter summary
• Want to learn more about…?
• Activities for student readers
• Fare-well! Becoming a bold adventurer in the world of reflexive TA
• Glossary
• References
• Index