Reimagining Grounded Theory Methodology for Transcultural Research. Conducting Qualitative Research in Times of Globalization

Grounded theory methodology (GTM) is a prominent and versatile approach in the social sciences, with various iterations such as the classical GLASER and STRAUSS (1967) model, the approach by STRAUSS and CORBIN (1998), the situational analysis by CLARKE (2005), and the constructivist GTM by CHARMAZ (2006). These well-established approaches have proven valuable to systematically generate comprehensive theories from qualitative data in numerous research contexts. Yet, in the context of international research, uncertainties remain about how to capture the complexity of transcultural phenomena without imposing culturalist or globalist frameworks. Considering the increasing internationalization and blurring of borders, driven by migration, rapid transportation, and new technologies, corresponding advancements in research are equally necessary. In this article, I explore how GTM researchers can incorporate and respond to these global developments. Drawing on well-established GTM approaches, I introduce a transcultural GTM framework to provide a designated approach to international qualitative research, facilitating global perspectives beyond context comparison. In this way, I contribute to the ongoing debate on how research can be conducted in an increasingly complex and interconnected world without resorting to simplistic perspectives. By referring to research on the global issue of inclusive education, I demonstrate transcultural GTM and its methodological foundations.