Prof Hammersley is a foremost educational researcher. He has a large
range of publications, covering methods and substantial pieces of
(usually qualitative) work. He is famous for rigorous questioning of
recent approaches to educational inquiry, including action research,
practitioner research, teachers as researchers, demands for relevant
research and so on.
of publications in OU repository
Particular critical pieces include:
Hammersley, M (1995)'Theory and Evidence in Qualitative Research', in Quality and Quantity, 29: 55--66.
Hammersley, M. (1996) 'Post Mortem or Postmodern?Reflections on British
Sociology of Education, British
Journal of Education Studies, 44(4): 395--407.
Hammersley, M (1997) 'Educational research and
teaching: A response to David Hargreaves' TTA lecture', British
Educational Research Journal, Vol. 23, Issue 2.
(and see Hargreaves' response: Hargreaves, D., (1997) In defence of research for evidence-based
teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal,
Vol. 23, Issue 4).
M.(2000) 'Varieties of social research: a typology', International Journal of Social Research,
3(3) 221 - 229.
Hammersley, M. (2000) 'The Relevance of
Qualitative Research',Oxford Review
of Education, Vol. 26, Nos. 3&4.
Hammersley, M. (2001) 'On ‘Systematic’ Reviews of Research Literatures:
a ‘narrative’ response to Evans
& Benfield' British Educational
Research Journal, Vol. 27, No. 5.
Hammersley, M. (2001) 'Interpreting Achievement Gaps: Some Comments on
a Dispute', British Journal of
Educational Studies, 49(3): 285--98.
Hammersley, M. (2001) 'On Michael Bassey’s Concept of the
Fuzzy Generalisation', Oxford
Review of Education, Vol. 27, No. 2, 2001.
Hammersley, M. (2003) 'Conversation analysis and discourse analysis:
methods or paradigms?, Discourse
& Society 14(6).
Representation of Research: the case of a review of ethnic minority
education', British Educational
Research Journal, Vol. 29, No. 3.
Hammersley, M (2003) 'Can and Should Educational Research be
Educative?', Oxford Review of
Education, Vol. 29, No. 1.
Hammersley, M. (2003) '"Analytics" are No Substitute for Methodology: A
Response to Speer and Hutchby' Sociology 37; 339
Hammersley, M.(2004) 'A new political arithmetic
to make sociology useful? Comments on a debate', The British Journal of Sociology
Volume 55 Issue 3.
Hammersley, M. (2004) 'Action Research: A contradiction in terms', Oxford Review of Education
Vol. 30, No. 2: 165--81.
Hammersley, M. (2004) 'Towards a usable past for qualitative research',
International Journal of
Social Research Methodology, 7(1): 19--27.
Hammersley, M (2005) 'The Myth of Research-based
Practice: The Critical Case of Educational Inquiry', International Journal of Social Research
Methodology Vol. 8, No. 4, pp. 317–330
Hammersley, M. (2005) 'Countering the 'new orthodoxy' in educational
research: a response to Phil
Hodkinson', British Educational
Research Journal Vol. 31, No. 2, pp. 139-155.
Hammersley, M (2005) 'What
can the literature on communities of practice tell us about educational
research? Reflections on some recent proposals' ,International Journal of Research &
Method in Education Vol. 28, No. 1 pp. 5–21.
M. (2005) 'Should Social Science Be Critical?', Philosophy of the Social Sciences,
Vol. 35 No. 2, 175-195.
Hammersley, M. (2006) 'Philosophy’s Contribution to Social Science
Research on Education', Journal of
Philosophy of Education, Vol. 40, No. 2.
Hammersley, M.(2008)'Troubling criteria: a critical commentary on
Furlong and Oancea's framework for
assessing educational research',
British Educational Research Journal, 34:6,747 — 762.
(NB see the original by Furlong and Oancea here)
(2009)'Challenging Relativism: The Problem of
Qualitative Inquiry :15(1) 3--29.
Foster, P., Gomm R & Hammersley, M. (2000)
'Case Studies as Spurious Evaluations: The example of the research on
educational inequalities', British
Journal of Educational Studies, 48(3): 215--30.