Methods we live by: Proceduralism, process, and pedagogy

  title={Methods we live by: Proceduralism, process, and pedagogy},
  author={Michael Eric Stevenson and Tamara Witschge},
This article contributes to ongoing conversations about how we relate to methods and the implications of the ‘methods turn’ for the different epistemic communities that comprise media studies. We argue that methods are increasingly valued as scientific capital and educational capital, leading to further formalisation of methodologies (or theoretical perspectives) as ordered and sequenced research methods. Although intended to make research more transparent and accessible, such formalisation… 

Inviting Everyday Creators to Make, Think, and Talk*

Challenges and Opportunities for the Future of Media and Mass Communication Theory and Research: Positionality, Integrative Research, and Public Scholarship

  • M. Deuze
  • Art
    Central European Journal of Communication
  • 2021
In this essay I intend to tell a story of media studies and mass communication research as a field, based on the work of the late Denis McQuail – and that of editing the new edition of his seminal



How (Not) to Disappear Completely: Pedagogical Potential of Research Methods in International Relations

The question of research methods, and their role in the field, is a major source of contention for IR scholars. We can, however, discuss method, methodology, and innovation without revising or

Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study

On the Need for Methods Beyond Proceduralism: Speculative Middles, (In)Tensions, and Response-Ability in Research

This article responds to agitations occurring in qualitative research related to the incompatability between methodologies and methods, the preponderance of methodocentrism, the pre-supposition of

Hard to teach: inclusive pedagogy in social science research methods education

ABSTRACT Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to

New methods, old problems: A sceptical view of innovation in qualitative research

Qualitative research has to market itself aggressively, both because academic publishers face more pressures to sell books, and because of the competitive funding climate where one often has to

A process-philosophical understanding of organizational learning as “wayfinding”: Process, practices and sensitivity to environmental affordances

Purpose This paper aims to articulate a practice-based, non-cognitivist approach to organizational learning. Design/methodology/approach This paper explores the potential


Process is an ambivalent term. Its use in organizational research and theorizing is widespread. Yet, there are important subtle differences in how the term is understood and employed in the study of

After Method: Mess in Social Science Research

John Law argues that methods don't just describe social realities but are also involved in creating them. The implications of this argument are highly significant. If this is the case, methods are

From Methods to Practice: A Critical Note on the Teaching of Research Practice to Undergraduates

Teaching sociological practice in Britain in the 1960's was carried out in `methods' courses which focused on large scale survey techniques. Although in subsequent years courses have been broadened,

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process