Methodological frameworkd

Layder's Sociological Practice (1998), the primary source for the methodological framework of this research, provides a critique of both purist qualitative and ‘verificationist’ quantitative methodologies. However, Layder does not wholly reject either perspective, instead offering a third way that allows the researcher to draw on emergent, data-driven analysis as well as extant literature known as ‘adaptive theory’. In this Appendix I provide a more technical account of data collection and analysis, and the underlying methodological framework used to produce these findings.

Layder argues that to maximize theory generation there should be a dialogue between all resources available (general theory, substantive theory, theory-testing, sensitizing concepts and empirically emergent theory). Thus, he offered a framework that allows for use of extant theory, combining what is known about philosophy in general, prison sociology and desistance to guide data collection and analysis, and adapt and refine the emergent theory. Extant theories are used in conversation with the data through developing ‘orienting concepts’, engaging in ‘memo writing’ and organizing data through a system of ‘pre-coding’. However, Layder's account of research methods lacks detail, and I therefore draw on a variety of appropriate methodologies to enhance my data collection and analysis.

Research design

My research design took a staged approach – pilot, HMP Grendon, HMP Full Sutton. At each stage, fledgling theories emerged. These provided direction and orientation for the subsequent data collection while also ensuring data collection tools allowed for new themes and issues to emerge. I engaged with the literature alongside data collection, with desistance literature and prison sociology offering particular guidance. The research involved reflexive practice and triangulation to increase validity and reliability (Golafshani, 2003). Throughout each stage of the research, I undertook initial analysis on the qualitative data, developing orienting concepts and refining and testing theories in the field (Layder, 1998).

The lens of this research has been focused on the lives of prisoners. Taking a ‘humanistic’ approach allowed the participants the opportunity to articulate the prison experience, their status as prisoner and the role of education from the dual perspectives of the prisonerparticipants and the teacher-researcher (Liebling, 2015). Liebling's descriptions of such work as ‘emotional edgework’ resonate with my own experience in the field; this research has been intimate, intrusive and emotionally demanding (Liebling, 2015), yet, at the same time, it has been informative and worthwhile.