Repositioning out-of-school learning: methodological challenges and possibilities for researching learning beyond school

Abstract

This book is the fi rst edited volume in the series ‘ Emerald Studies in Out-of-School Learning ’ . It focuses on the methodological challenges faced and decisions taken by researchers in nine studies in the fi eld of children ’ s and youth ’ s learning beyond school. As stated in the introduction, the book aims to provide conceptual tools to re fl ect, design, and carry out research in a fi eld in which the object of study (i.e., out-of-school learning) is often not concrete enough from the start and takes place in porous and dynamic spaces. After the introduction, the book is structured into separate chapters for each individual case study, seven thematic chapters that discuss the methodological aspects across the cases, and culminating with a conclusion chapter that connects the dots across studies and thematic chapters. The case studies (CS) are elaborated in the shape of 10- to 14-page re fl ective pieces. Each sum-marizes the aims and fi ndings of the case study in question, to then focus on one or more methodological challenges encountered during fi eldwork, and ways of addressing them by its authors. These challenges include: relationship building and fl exibility (CS6, CS7, CS9), analysing data from di ff erent sources (CS1), rede fi nition of concepts or philosophical approaches (CS3, CS4, CS8), situated ethics (CS2, CS5), and positionalities (CS4, CS5). Each case study fi nishes with a text box presenting meth-odology highlights at the end of the chapter, which links nicely with the discussion that will take place later in the thematic chapters. The special