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78 V Braun and V Clarke

the similarities and differences between manifestations of the method, from within
different approaches that share features in the broad theoretical framework. Second,
common with a thematic approach. there are methods that are essentially in-
Qualitative approaches are incredibly dependent of theory and epistemology, and
diverse, complex and nuanced (Holloway can be applied across a range of theoretical
and Todres, 2003), and thematic analysis and epistemological approaches. Although
should be seen as a foundational method often (implicitly) framed as a realist/experi-
for qualitative analysis. It is the first ential method (Aronson, 1994; Roulston,
qualitative method of analysis that re- 2001), thematic analysis is actually firmly
searchers should learn, as it provides core in the second camp, and is compatible with
skills that will be useful for conducting both essentialist and constructionist para-
many other forms of qualitative analysis. digms within psychology (we discuss this
Indeed, Holloway and Todres (2003: 347) later). Through its theoretical freedom, the-
identify ‘thematizing meanings’ as one of a matic analysis provides a flexible and use-
few shared generic skills across qualitative ful research tool, which can potentially
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analysis. For this reason, Boyatzis (1998) provide a rich and detailed, yet complex,
characterizes it, not as a specific method, account of data.
but as a tool to use across different meth- Given the advantages of the flexibility of
ods. Similarly, Ryan and Bernard (2000) thematic analysis, it is important that we are
locate thematic coding as a process per- clear that we are not trying to limit this
formed within ‘major’ analytic traditions flexibility. However, an absence of clear and
(such as grounded theory), rather than a concise guidelines around thematic analysis
specific approach in its own right. We means that the ‘anything goes’ critique of
argue thematic analysis should be consid- qualitative research (Antaki et al., 2002) may
ered a method in its own right. well apply in some instances. With this
One of the benefits of thematic analysis is paper, we hope to strike a balance between
its flexibility. Qualitative analytic methods demarcating thematic analysis clearly / ie,
can be roughly divided into two camps. explaining what it is, and how to do it / and
Within the first, there are those tied to, or ensuring flexibility in relation to how it is
stemming from, a particular theoretical or used, so that it does not become limited and
epistemological position. For some of these constrained, and lose one of its key advan-
/ such as conversation analysis (CA; eg, tages. Indeed, a clear demarcation of this
Hutchby and Wooffitt, 1998) and interpre- method will be useful to ensure that those
tative phenomenological analysis (IPA; eg, who use thematic analysis can make active
Smith and Osborn, 2003) / there is (as yet) choices about the particular form of analysis
relatively limited variability in how the they are engaged in. Therefore, this paper
method is applied, within that framework. seeks to celebrate the flexibility of the
In essence, one recipe guides analysis. For method and provide a vocabulary and
others of these / such as grounded theory ‘recipe’ for people to undertake thematic
(Glaser, 1992; Strauss and Corbin, 1998), analysis in a way that is theoretically and
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discourse analysis (DA; eg, Burman and methodologically sound. As we will show,
Parker, 1993; Potter and Wetherell, 1987; what is important is that as well as apply-
Willig, 2003) or narrative analysis (Murray, ing a method to data, researchers make
2003; Riessman, 1993) / there are different their (epistemological and other) assump-