Participation in action: epistemological and methodological approach of the Chicago School beyond the myth

It is typically believed by students of sociology that the Chicago School invented the participant observation method, thereby giving rise to a new, participatory way to carryout research based on the involvement of social actors. According to some authors, however, it is simply a myth to associate the Chicago School with the foundation of the participatory approach, whereas according to others this connection represents the truth. This paper seeks to resolve this issue through critical analysis of some of the Chicago School’s most important studies. In particular, it will select certain inquiries carried out by the first and second generation of the School in order to understand what type of relationship was actually created between researchers and social actors in the various investigatory stages of the studies considered.