The Identity and Learning Programme: ‘principled pragmatism’ in a 12-year longitudinal ethnography

Abstract

This paper offers a case study of the evolution of what is believed to be the earliest UK longitudinal ethnography in the field of education—and discussion of some issues arising. As such, it is a contribution to the contemporary methodological development of qualitative longitudinal research. The Identity and Learning Programme tracked the learning, identity and pupil careers of two cohorts of children from very different socio-economic communities through their primary and secondary school years from age 4- to 16-years-old. Major challenges of sustaining this programme of work over 12 years are identified, with particular reference to aims and intentions, theoretical conceptualization, research strategy, sampling, data management, analysis and ethical foundations. The paper draws attention to underpinning considerations such as the lack of funding continuity, the struggle to understand holistic complexity and the primary significance of interpersonal relationships both within the research team and with the child, parent and teacher participants. The account shows how methodological principles and practical pragmatism were juggled as judgements were exercised to sustain and progress the study. The paper concludes by welcoming the growing interest and recent UK investments in qualitative longitudinal research in social science. Such work has enormous intrinsic worth, and also promises to add further value as a complement to quantitative cohort studies. A new era is in prospect!