Aims as described in the preface:

• To convey the excitement of discovering that social science research is not narrow and restrictive
• To convey a sense of what it means to be a professional researcher in South Africa today
• To be a guide to beginners who are entering the research profession
• To display the rich diversity of philosophies and techniques
• To equip students with conceptual and practical tools to carry out procedures
• To be a compendium for those already active in research fields

Research methodology, as introduced in this book, is a means to understand the ways in which social science research produces multiple accounts of the world. Further, '[m]ethodology specifies how the researcher may go about practically studying whatever he or she believes can be known' (page 6). Social research methodology is contextualised within a comprehensive discussion of epistemology and ontology. The different paradigms current in the social sciences (positivist, interpretative and constructionist) are presented and illustrated descriptively. As an introductory chapter, 'Histories of the present: Social science research in context' (written by the editors) prepares readers for the range of perspectives presented in the following chapters.

Readers are construed as active learners, who may be entering into careers as researchers. This impression is created especially by coverage of areas such as: 'Publish and perish: disseminating your research findings' (Chapter 9) and 'Jobs and careers in social science research' (Chapter 10). In the latter chapter, aspiring researchers can see images of a number of potential South African role models. One chapter is also dedicated to doing an information search; another to writing and evaluating research proposals. These are useful in providing beginner researchers with a structure for these crucial stages in the research process.

A sense of the appeal of doing social science research is strengthened by the diverse backgrounds of researchers who contributed chapters and special inserts. We are given a global vision of research whilst also being given knowledge of, and access to research currently practised in specific contexts.

The role of measurement and statistics in social science research is treated sensitively and competently. An image of an iceberg shows the relation between conceptualisation and operationalisation, between what is visible and invisible. Chapter 18 is humorously entitled 'Jumping to conclusions: An overview of inferential statistical methods'. Interpretative paradigms are also well presented with the exception of page 63, where some might take offence at the way in which the notion of triangulation could suggest that the interpretative (qualitative) paradigm is not good enough for research. A highlight of this book for me is that it moves beyond mere inclusion of chapters about social constructionist research. In a way, this book reveals itself as an exercise in social constructionist methods.

In a postmodern mode, exercise 3 on page 475 reads as follows: 'Go to a social gathering (e.g. a party) and pretend to have a doctorate in philosophy. See if you get caught out.'

Although 'Research in Practice' is written in three sections, for traditional teaching, it may be more useful to use the book across the sections. For example, relating to quantitative research, we could read chapters 5 and 16 (measurement and assessment), chapter 15 (sampling) chapters 6, 17, 18 and 19 (design, data analysis and interpretation). Chapters 7, 8, 20 and 22 are about interpretative and social constructionist research. Critical frameworks of value-driven research practices which aim at social transformation, and feminism, black scholarship, Marxism and postmodernism are presented in chapters 12, 23, and 24. Research in applied contexts (programme evaluation, public policy, clinical settings and market/media research) are described in chapters 11,13,14 and 15.

Whether this book is chosen for teaching on undergraduate or on postgraduate level depends on the specific context. At the University of Venda it is prescribed as a main text book on Honours (4th year) level in the psychology department this year. As the book is used in various contexts, the editors/authors will receive diverse feedback pertaining to the way in which it achieves the aims identified in the preface.

Naturally, the style in which the book is written varies according to the content and author/s of each chapter. This adds to the expression of variety of ways of being. The pictures, exposing images of humanity: vulnerabilities, strengths... create a provocative sense, and confront us with the dynamism of social life. Chapters are short, and accessible for undergraduate readers. In a few places, authors have referred readers to other chapters in the book for more information about related issues. This contributes to a sense of consistency, against which the diversity is displayed. The format of chapters, with outcomes in the beginning and practical exercises at the end, also connotes the current South African educational scenario. Different nuances of humour are found in the text. For example, the relation between the caption 'it is more difficult to gain entry to some cultures than to others' and photograph on page 135 evokes an ironic sense. Visual imagery, humour, and many references to the current South African context bring the book closer to the everyday life of students. Many creatively formulated exercises facilitate the transferral of ideas from reading about 'Research in Practice' into living research in practice.