QUALITATIVELY DIFFERENT - TEACHING FIELDWORK TO GRADUATE-STUDENTS

What is it like to teach qualitative methods to graduate students in p redominantly quantitative departments? We draw on our experiences teac hing fieldwork in three departments to show that folk notions of scien ce-ideas about how scientific work should be done-make it difficult tc , teach an inductive approach to fieldwork. Specifically, these folk n otions make it hard for students to take an open approach to their stu dies, use their emotions in developing their analyses, and write ongoi ng analyses of their field notes. Throughout the article, we offer str ategies for dealing with students' resistance.