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Journal articles on the topic 'Narrative interviews'
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Rozhdestvenskaya, Elena Yu. "INTER-Encyclopedia: Narrative Interview." Inter 12, no. 4 (2020): 114–27. http://dx.doi.org/10.19181/inter.2020.12.4.8.
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The article describes the methodology and technique for conducting a narrative interview, as well as its analysis. The narrative interview method is presented from the perspective of a broader narrative approach based on communicative forms of storytelling. In the range of concepts of the narrative approach, the author considers the event, their selection, sequence, segmentation, linearization, coherence, the instance of the narrator, the double time perspective of the narrating I and the narrated I. The methodology of narrative interviewing by F. Schutze is presented, as well as his concept of analyzing the transcript of a narrative interview. G. Rosenthal's approach to the analysis of narrative interviews, as well as the basic principles of thematic or meaningful analysis of narratives are described.
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Murdoch, Jamie, Charlotte Salter, Jane Cross, and Fiona Poland. "Misunderstandings, communicative expectations and resources in illness narratives: Insights from beyond interview transcripts." Communication and Medicine 10, no. 2 (March 11, 2014): 153–63. http://dx.doi.org/10.1558/cam.v10i2.153.
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Interactional misunderstandings in interviews are often glossed over in analysing narratives, so overlooking important clues about how interactants frame the interview discussion. Such misunderstandings will influence ongoing talk, shaping knowledge researchers produce about participants. We discuss whether interpretations of illness narratives may be enhanced if we analyse misunderstandings in conjunction with other contextually-available data not visible within interview transcripts. Using research interviews with people with asthma, we adopted linguistic ethnographic methods to analyse the manifestation and specific consequences of interactional tensions and misunderstandings between interviewer and interviewee. Misunderstandings can indicate inequalities in communicative expectations and discursive resources available to interactants, which may lead to participants’ talk being inappropriately identified as indicating a particular narrative. Incorporating ethnographic contextual features may make visible pertinent discourses not overtly evident within interviews. This may help theorise interview talk, like health and illness narratives, as manifesting within cycles of discourse that will intersect differently in each interaction.
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Miglbauer, Marlene. "“…because I’m just a stupid woman from an ngo”: Interviews and the interplay between constructions of gender and professional identity." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 2 (June 1, 2012): 327–45. http://dx.doi.org/10.1075/prag.22.2.07mig.
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Over the last decade, using interviews to analyse identity construction has been gaining in popularity (de Fina 2003; Johnson 2006; Baynham 2011) and, given this interest, analysing identities has become a much debated issue that is being approached from various angles. Regarding interviews as interaction between the interviewee and interviewer, and stories in the interviews as emerging from interactional dynamics (de Fina 2009), this paper draws attention to the emergence of identity at different levels. First, identities emerge at the level of the interview narrative, which is ongoing talk as it evolves in real time and consists of reporting facts, giving opinions on, and explaining aspects of, various topics to the interviewer. Second, identities emerge in stories which are included in the ongoing talk. Stories refer to actions in the past, usually told in chronological order. In contrast to interview narratives which are initiated by the interviewer, stories in interviews are primarily instigated by the interviewees to further support their identity co-construction in the interview setting. The interview setting is thus the third level of identity construction in interviews. By applying the framework of identities occurring at different levels in interviews and Positioning Theory (Harré and van Langenhove 1999), this paper analyses the construction of professional gender identities in the workplace, the interplay between these identities, and the dependence of these constructions on the ‘interview as context’. The stories themselves reveal how, in the workplace, there may be a conflict between professional and gender identities. More specifically such stories make visible the way in which interviewees construct their professional identities in order to resist gender identities that are projected onto them.
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Perrino, Sabina. "Chronotopes of story and storytelling event in interviews." Language in Society 40, no. 1 (February 2011): 91–103. http://dx.doi.org/10.1017/s0047404510000916.
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AbstractNarratives in interviews involve the alignment of two chronotopes (Bakhtin's term, literally ‘time-space’) or what has traditionally been termed the narrated and narrating events. While narrators are expected to separate the there-and-then narrated-event chronotope from the here-and-now narrating-event chronotope, tropic forms of coeval alignment exist that erase or blur the line between the two events, as if they were occurring in the same time and place. In this article I argue for the need to map these shifting alignments in interviews. This article begins with, but then moves beyond, the familiar case of the “historical present,” where narrators shift into using nonpast temporal deixis for past events. Drawing first on an oral narrative from Italy, I show how resources besides the historical present can produce similar alignment effects. In order to demonstrate more extreme forms of coeval alignment, I then compare these data with those from a Senegalese narrator in Dakar who transposes participants “into” his stories. Through this comparison I illustrate how cross-chronotope alignment reveals the way narrators manage the relationship between story and event in interviews. Mapping these shifting alignments can help illuminate the emergent relations between interviewer and interviewee and hence show how stories reflect and shape the interview context in which they occur. (Narrative, interview, chronotope, historical present, Italian, Senegal)*
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Chahal, Aksh. "Interviews in qualitative health care research." Revista Pesquisa em Fisioterapia 11, no. 1 (January 29, 2021): 218–21. http://dx.doi.org/10.17267/2238-2704rpf.v11i1.3450.
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INTRODUCTION: Interview is a conversation to procure information where an interviewer performs the action of questioning and an interviewee responds to the asked questions. The widely used modes are ‘Face-to-Face Interview’, ‘Telephonic Interview’, and ‘Interview via Electronic/Multimedia’ approach. Information acquisitions via interviews have proved their practicality under a wide range of considerations and aspects in domains of healthcare, social sciences, management, etc. Proper selection of the method right from planning, and establishment deliver the required information to the interviewer in the best expressible, and documented form to deliver results bringing the best after a whole planned workout of an interview. OBJECTIVE: In the present article, the author would be focused on the interview categorization in qualitative health care research. MATERIALS AND METHODS: Only PubMed and SCOPUS Databases were searched from inception to September 2020 for this narrative review. Only English language articles were searched with keywords, “Interview”, “Face-to-Face”, “Qualitative research” and “Category of Interview” and linked with Boolean words such as, “AND”, “OR” and “NOT”. Conference abstracts and proceedings articles were excluded. This narrative review did not followed PRISMA statement. RESULTS: The selection of interviews to be used in qualitative health care research should be based on time allocation, gender, prioritization of privacy, and requirement of the content of information. The interviewer should ask one question at a time, present with normalcy in facial and body expression following response even after noting the answers to be unpredictable and encourage the response rate to the highest for optimizing the results obtained. CONCLUSION: Various important aspects of interview in qualitative health care research has been discussed in this narrative review.
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Nasheeda, Aishath, Haslinda Binti Abdullah, Steven Eric Krauss, and Nobaya Binti Ahmed. "Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985679. http://dx.doi.org/10.1177/1609406919856797.
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Stories are essential realities from our past and present. As the primary sources of data in narrative research, interview transcripts play an essential role in giving meaning to the personal stories of research participants. The pragmatic narratives found in transcripts represent human experience as it unfolds. Analyzing the narratives found in interview transcripts thus moves beyond providing descriptions and thematic developments as found in most qualitative studies. Crafting stories from interview transcripts involves a complex set of analytic processes. Building on the first author's personal experience in working on a doctoral thesis employing narrative inquiry, this article presents a multimethod restorying framework to narrative analysis. A step-by-step progression within the framework includes choosing interview participants, transcribing interviews, familiarizing oneself with the transcripts (elements of holistic-content reading), chronologically plotting (elements of the story), use of follow-up interviews as a way to collaborate (an important procedure in narrative inquiry), and developing the story through structural analysis. It is hoped that this article will encourage other researchers embarking on narrative analysis to become creative in presenting participants’ lived experiences through meaningful, collaborative strategies. This article demonstrates the fluidity of narrative analysis and emphasizes that there is no single procedure to be followed in attempting to create stories from interview transcripts.
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Brannen, Julia. "Life Story Talk: Some Reflections on Narrative in Qualitative Interviews." Sociological Research Online 18, no. 2 (May 2013): 48–58. http://dx.doi.org/10.5153/sro.2884.
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The paper draws on the author's interview experiences and interrogates the conditions in which research interviews generate narratives and storytelling; interviews that do not invite storytelling and interviews where people were asked to give a life story. First, the paper considers the question as to what provokes storytelling. It suggests that people engage with the narrative mode to some extent under the conditions of their own choosing. Second, it examines the processes by which mean making is achieved in storytelling and made sense of by the research analyst. Contrasting two cases of Irish migrants, drawn from a study of fatherhood across three generations in Polish, Irish and white British families, the paper then considers issues of analysis. The argument is made that sociological qualitative research has to engage with narrative analysis and that this involves a close examination not only of what is told and not told but also the forms in which stories are told (the structuring of stories and their linguistic nuances), and the methods by which the interviewee draws in and persuades the listener. Lastly and most importantly, the paper concludes that attention should be made to talk and context in equal measure. It considers the importance of contextualisation of interview data contemporaneously and historically and the methodological strategies through which the researchers create second order narratives in the analysis of their research.
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Tannen, Deborah. "“We’re never been close, we’re very different”." Narrative Inquiry 18, no. 2 (December 12, 2008): 206–29. http://dx.doi.org/10.1075/ni.18.2.03tan.
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Drawing on interviews I conducted with women about their sisters, I identify three narrative types: small-n narratives, big-N Narratives and Master Narratives. Small-n narratives are accounts of specific events or interactions that speakers said had occurred with their sisters. Big-N Narratives are the themes speakers developed in telling me about their sisters, and in support of which they told the small-n narratives. Master Narratives are culture-wide ideologies shaping the big-N Narratives. In my sister interviews, an unstated Master Narrative is the assumption that sisters are expected to be close and similar. This Master Narrative explains why nearly all the American women I interviewed organized their discourse around big-N Narratives by which they told me whether, how and why they are close to their sisters or not, and whether, how and why they and their sisters are similar or different. In exploring the interrelationship among these three narrative types, I examine closely the small-n narratives told by two women, with particular attention to the ways that the involvement strategies repetition, dialogue, and details work together to create scenes. Scenes, moreover, anchor the small-n narratives, helping them support the big-N Narratives which are motivated in turn by the culturally-driven Master Narrative.
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Guerrero González, Silvana, Javier González Riffo, and Silvana Arriagada Anabalón. "Narrative present in the Spanish of Santiago, Chile." Sociolinguistic patterns and processes of convergence and divergence in Spanish 17, no. 2 (October 1, 2020): 341–61. http://dx.doi.org/10.1075/sic.00062.gue.
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Abstract This investigation revises the use of the narrative present in the materials of the PRESEEA corpus. Based on 54 sociolinguistic interviews, the convergence and divergence of this phenomenon’s use is studied in the Spanish varieties from Santiago, Chile, and Mexico City. We attempt to study variation according to the individuals, economic factors and the presence of syntactic-discursive introductors before verbs, following the methodological guidelines of the Guía de estudios del presente narrativo en los corpus PRESEEA (Guerrero and Arriagada, 2017). In this way, we intend to answer two general questions: (a) why are there individuals who use the narrative present more than others and (b) what functions serve such resource within the narratives in sociolinguistic interviews.
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Schütze, Fritz, Paul S. Ruppel, and Pradeep Chakkarath. "»Dann stellten wir aber fest: Da sind diese Lebensgeschichten«." Psychologien im Gespräch 30, no. 1 (June 2022): 88–110. http://dx.doi.org/10.30820/0942-2285-2022-1-88.
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In diesem Interview mit Fritz Schütze liegt der Fokus auf seiner Arbeit in der qualitativen Forschung und der Entwicklung des autobiografisch-narrativen Interviews. Er beschreibt den Weg hin zur Analyse der Strukturen einer Lebensgeschichte und wie dieser Ansatz in der Soziologie aufgenommen wurde. Dabei schildert er, wie es ist, sich als Außenseiter in der eigenen Disziplin zu fühlen. Schütze erläutert, für wen das autobiografisch-narrative Interview geeignet ist, was es braucht, damit eine Lebensgeschichte erzählt werden kann und mit wem die Durchführung eines narrativen Interviews weniger Erfolg verspricht. Ein weiterer Schwerpunkt des Gesprächs ist die Elaboration der Nähe seiner Arbeit zur Psychologie. Worin er Gemeinsamkeiten und Unterschiede sieht, erklärt Schütze insbesondere auch im Hinblick auf die Psychoanalyse. Abschließend nennt er zukünftige Forschungsfelder, die er für das autobiografisch-narrative Interview als besonders relevant ansieht, und betont die soziopolitische Bedeutung autobiografischen Erzählens.
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Mills, Monique T., Leslie C. Moore, Rong Chang, Somin Kim, and Bethany Frick. "Perceptions of Black Children's Narrative Language: A Mixed-Methods Study." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 84–99. http://dx.doi.org/10.1044/2020_lshss-20-00014.
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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.
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Telles Ribeiro, Branca, and Liliana Cabral Bastos. "Telling stories in two psychiatric interviews." AILA Review 18 (December 31, 2005): 58–75. http://dx.doi.org/10.1075/aila.18.06tel.
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This study investigates contextualization processes in two psychiatric interviews. Specifically, it analyses how different analytical tools — frame and narrative — work to clarify contextual embeddings and story bits. Frame analysis provides a way of looking at local and larger social contexts in talk. Specifically it provides a way of understanding “what’s going on here?” (Goffman 1974). Narrativee analysis provides a way of understanding the relation of major topics and themes in an interview situation. Most of all, the unfolding of a key story has implications for understanding who the patient is and what experience she values most in that encounter. Frame and narrative also work to evidence what makes these interactions such a complex speech event. From a frame perspective, context may present multiple and unexpected frame embeddings. In the development of a story, key organizational components (for example, an orientation section) may display fragmented information or be absent. Frame and narrative address different questions and may clarify different social and linguistic processes at play in the interview situation.
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Baynham, Mike. "Stance, positioning, and alignment in narratives of professional experience." Language in Society 40, no. 1 (February 2011): 63–74. http://dx.doi.org/10.1017/s0047404510000898.
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AbstractThis article examines narratives of professional experience in a corpus of forty interviews in which English to Speakers of Other Languages (ESOL) teachers reflect on their professional life histories as well as their current teaching. The notion of “stance” emerged as a major theme: the teachers positioned themselves in relation to the policy environment, to learners, teaching and learning, and their sense of control in their working lives. Narrative was an important discursive resource for doing so and a range of narrative types (personal, generic/iterative, hypothetical, exemplum, and ‘negated’) are identified, each demonstrating performance features. Using Dubois's (2007) definition of stance, I examine the dynamic relationship between stance taking and discursive positioning, discussing the role of performance in these processes. Shifts into performance are shown to depend on participant roles and alignments in the interviews rather than on particular narrative types. Thus, the data contradicts some of Wolfson's (1976) observations on narratives in the research interview. The analysis contributes to our understanding of the research interview as a dynamically co-constructed speech genre rather than as a neutral locus for gathering data. (Professional narrative, performance, stance, alignment, positioning)
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Lucius-Hoene, Gabriele, and Arnulf Deppermann. "Narrative Identity Empiricized: A Dialogical and Positioning Approach to Autobiographical Research Interviews." Narrative Inquiry 10, no. 1 (October 17, 2000): 199–222. http://dx.doi.org/10.1075/ni.10.1.15luc.
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Narrative identity has achieved a scientific status as an elaborate concept of the storied nature of human experience and personal identity. Yet, many questions remain as to its empirical substrate. By exploring the pragmatic aspect of narrative research interviewing, i.e., the performative and positioning aspects of the narrative situation and the narrative product, as well as its particular autoepistemological and communicative tasks, this article tries to bridge the gap between the theoretical concept of narrative identity and the act of constructing identity in research interviewing. Research data generated by autobiographical interviews are usually regarded and analyzed as monological narratives drawn from autobiographical memory. Narrative research interviewing, however, is always a dialogical, pragmatic activity: Narrator and researcher establish an interpersonal relationship made up of institutional, imaginative, socio-categorial and other communicative frames which are enacted by both partners during the interview. This pragmatic constitution of the interview as an interactive process calls for a communicative and constructivist approach to oral narratives which reveals different levels of the listener’s conceptions of himself or herself and the research situation in the narrator’s story. Along with the different voices and identity constructions, the narrator also constructs different recipients in his or her discursive positioning of the listener. By using the concept of positioning, we propose both a conceptual framework and the corresponding analytical tools for identifying textual indicators and contextual interpretative resources for a discursive approach to narrative identity constructions in research interviewing. This option allows insight into the strategies narrators employ to negotiate their identities in the situation itself, which may be fruitful for many research contexts that use the concept of narrative identity. (Narrative, Autobiography, Research Interviewing, Conversation Analysis)
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Talsi, Riikka, Aarno Laitila, Timo Joensuu, and Esa Saarinen. "The Clip Approach: A Visual Methodology to Support the (Re)Construction of Life Narratives." Qualitative Health Research 31, no. 4 (February 11, 2021): 789–803. http://dx.doi.org/10.1177/1049732320982945.
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Major life changes may cause an autobiographical rupture and a need to work on one’s narrative identity. This article introduces a new qualitative interview methodology originally developed to facilitate 10 prostate cancer patients and five spouses in the (re)creation of their life narratives in the context of a series of interventive interviews conducted over a timespan of several months. In “The Clip Approach” the interviewees’ words, phrases, and metaphors are reflected back in a physical form (“the Clips”) as visual artifacts that allow the interviewees to re-enter and re-consider their experience and life and re-construct their narratives concerning them. Honoring the interviewees as authors facilitates autobiographical reasoning, building a bridge between the past and the future, and embedding the illness experience as part of one’s life narrative. The Clip Approach provides new tools for both research and practice—potentially even a low-threshold psychosocial support method for various applicability areas.
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Moura, Jónata Ferreira de, and Adair Mendes Nacarato. "A ENTREVISTA NARRATIVA: dispositivo de produção e análise de dados sobre trajetórias de professoras." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 15. http://dx.doi.org/10.18764/2178-2229.v24n1p15-30.
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Este artigo tem como foco a Entrevista Narrativa, idealizada por Fritz Schütze, um dispositivo de produção e análise de dados para pesquisas que, pela sua peculiaridade na geração de textos narrativos, tem aproximações com abordagens (auto) biográficas e busca romper com a rigidez imposta pelas entrevistas estruturadas e/ou semiestruturadas. A discussão parte de uma investigação que teve como foco a trajetória de formação inicial de seis professoras da Educação Infantil da rede pública de ensino de Imperatriz/MA. O texto apresenta, de forma analítica, o movimento entre a produção, a textualização e a análise da entrevista com três professoras.Palavras-chave: Entrevista Narrativa. Análise de Narrativas. Professoras da Educação Infantil.THE NARRATIVE INTERVIEW: device of production and analysis of data on paths of teachersAbstract: This article focuses on the narrative interview by Fritz Schütze. It is an device of data production and analysis for research that is similar to (auto)biographical approaches for its peculiarity in generating narrative texts that try to break with the rigidity imposed by structured and/or semi-structured interviews. The discussion stems from an investigation, conducted with six childhood education teachers from public schools in Imperatriz/MA, that had as its focus the initial development pathways of these teachers. The text presents, in an analytical way, the movement between production, textualization, and analysis of the interview with three teachers.Keywords: Narrative Interview. Narrative Analysis. Early Childhood Education Teachers.ENTREVISTA NARRATIVA: dispositivo de producción y análisis de datos sobre trajectorias de profesoras Resumen: Este artículo se centra en la Entrevista Narrativa idealizada por Fritz Schütze. Se trata de un dispositivo de producción y análisis de datos para investigaciones que tienen proximidades con enfoques autobiográficos, por su peculiaridad de generar textos narrativos, y con el objetivo de interrumpir a rigidez impuesta por las entrevistas estructuradas y/o semiestructuradas. La discusión se hace a partir de una investigación realizada con seis profesoras de educación infantil de la enseñanza pública de la ciudad de Imperatriz/MA, que tuvo como enfoque la trayectoria de formación inicial de esas profesoras. De forma analítica el texto presenta el movimiento entre la producción, la textualización y el análisis de la entrevista con tres profesoras.Palabras clave: Entrevista Narrativa. Análisis de Narrativas. Profesoras de Educación Infantil.
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Silva, Américo Junior Nunes da. "Constituindo-se Professora que Ensinará Matemática nos Anos Iniciais: o que Revelam as Narrativas Quanto a Alfabetização Matemática?" Jornal Internacional de Estudos em Educação Matemática 14, no. 1 (April 30, 2021): 61–72. http://dx.doi.org/10.17921/2176-5634.2021v14n1p61-72.
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ResumoEste artigo é recorte de um doutoramento, resultado de uma pesquisa narrativa, e objetiva investigar o que revelam as narrativas de estudantes do curso de Pedagogia da Universidade Federal de São Carlos (UFSCar), construídas durante dois encontros da disciplina “Matemática: conteúdos e seu ensino”, sobre a ludicidade, o ensinar matemática no ciclo de alfabetização e o constituir-se professora que ensinará matemática nos anos iniciais. Nesse percurso, escolhemos as narrativas enquanto método e fenômeno a ser estudado. Constituímos diários de formação, produzidos pelas cinco participantes e por mim, e as entrevistas narrativas realizadas, como textos de campo. O processo de análise realizado se deu por meio da análise narrativa. As narrativas produzidas revelaram algumas dificuldades conceituais sobre a matemática e o processo de alfabetização matemática. Ao longo dos encontros, percebemos que as diferentes estratégias formativas propostas contribuíram para repensar essas crenças e ressignificar essas marcas negativas e as dificuldades que apresentaram.Palavras-chave: Alfabetização Matemática. Formação Inicial de Professores. Narrativas. Diários de Formação.
AbstractThis article is an excerpt from a PhD, the result of a narrative research, and aims to investigate what the narratives of students in the Pedagogy course at the Federal University of São Carlos (UFSCar) reveal, built during two meetings of the discipline “Mathematics: Contents and their teaching ”, On playfulness, teaching mathematics in the literacy cycle and becoming a teacher who will teach mathematics in the early years. Along this path, we chose narratives as a method and phenomenon to be studied. We constituted the training diaries, produced by the 05 participants and mine, and the narrative interviews carried out, as field texts. The analysis process carried out took place through narrative analysis. The narratives produced revealed some conceptual difficulties about mathematics and the mathematical literacy process. Throughout the meetings, we realized that the different training strategies proposed contributed to rethink these beliefs and reframe these negative marks and the difficulties they presented.
Keywords: Mathematical Literacy. Initial Teacher Training. Narratives. Training Diaries
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Schiff, Brian, Heather Skillingstead, Olivia Archibald, Alex Arasim, and Jenny Peterson. "Consistency and change in the repeated narratives of Holocaust survivors." Narrative Inquiry 16, no. 2 (December 15, 2006): 349–77. http://dx.doi.org/10.1075/ni.16.2.07sch.
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In this article, we study the oral history interviews of eight survivors of Auschwitz-Birkenau. We give a detailed analysis of a central narrative in their life story, the “selection narrative,” the experience of being forcibly separated from family into groups for labor or death, as it is told in the late 1970s-to-early 1980s and again in the 1990s. We study patterns of structure and variation in the referential aspects of narrative, how narratives recapitulate past actions, and the evaluative aspects of narrative, how narratives are interpreted. Our analysis of these eight sets of repeated narratives focuses on four processes that help structure consistent accounts over time: the past, previous tellings, culture and the interview situation. In each set of repeated narratives, the selection narrative maintains significant portions of the complicating action and evaluations over time. At the same time, various changes are evident that alter the style or interpretation of the narrative. In other words, changes were, in large measure, observed in “how” or “why” the narrative was told but not in “what” was recounted. Our data suggests that despite changes in context, critical aspects of our identities endure over long periods of time.
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Maksimova, N. V. "Interviews Instead of Concerts: Updating Mentative Interviews with Musicians in the Pandemic Times." Vestnik NSU. Series: History and Philology 21, no. 6 (June 20, 2022): 89–98. http://dx.doi.org/10.25205/1818-7919-2022-21-6-89-98.
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In the non-concert period of 2020, interviews with famous musicians on the СlassicalMusicNews portal show strengthening of the trend identified and described by the author in the previous publications. The traditional narrative interview disappears, since the event chronotope of musical events is temporarily lost, the emerging niche is occupied by the mentative interview. The author describes the phenomenon of such type of interviews, introduces the distinctive features of mentative and narrative interviews, proposes the concept of a grid of questions for mentative interview, describes the methodology for analyzing interviews from this perspective. The interpretation of the tendency of actualizing the mentative interview is developed along four lines: the influence of extralinguistic factors on the discourse space, the transformation of reference and the modification of the text, the place of the mentative in the history of literature and the pattern of its actualization, the degree of mastery of the narrative and the mentative in the discourse of our time.
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Mrowczynski, Rafael. "Lawyering in Transition. Post-Socialist Transformations in Autobiographical Narratives of Polish and Russian Lawyers." Przegląd Socjologii Jakościowej 12, no. 2 (May 31, 2016): 146–66. http://dx.doi.org/10.18778/1733-8069.12.2.08.
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This paper presents preliminary findings on memories from the period of post-socialist transformation and on related narrative constructs of agency in autobiographical interviews with practicing lawyers from Poland and Russia. The study is based on 25 interviews with individuals born in the late-1930s, 1940s and 1950s. Six different types of narrative accounts about the period of post-socialist transformations are identified and described: (i) trailblazer narratives; (ii) follower narratives; (iii) narratives of volatility; (iv) narratives of continuity; (v) latecomer narratives and (vi) narratives of social decay.
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Cruz, Joshua, and Nadia Kellam. "Restructuring structural narrative analysis using Campbell’s monomyth to understand participant narratives." Narrative Inquiry 27, no. 1 (July 21, 2017): 169–86. http://dx.doi.org/10.1075/ni.27.1.09cru.
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Abstract In this paper, we describe a method for performing structural narrative analysis that draws on narratology and literary studies, moving structural narrative analysis from a focus on examining linguistic parts of narratives to understanding thematic structures that make up the whole narrative. We explore the possibility of constructing participant narratives using Campbell’s monomyth as a coding and structuralizing scheme. The method we describe is the response to the question, “How might we find a reliable way to construct ‘smooth’ stories (with attention to the structures of stories) so that we might compare trajectories of student experiences?” To answer this question, we use narrative interviews from a larger study to show how this method can make sense of interviews and construct accessible and useful participant narratives. We close by providing an example narrative constructed using the monomyth coding scheme and discussing benefits and difficulties associated with this method.
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Kahle, Lena. "Analysing group agency through narrative interviews." Communication & Language at Work 6, no. 1 (May 6, 2019): 3–15. http://dx.doi.org/10.7146/claw.v6i1.113908.
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The basis of cooperation is recognition and a common agenda. Cooperation is part of the agency of social groups in a professional setting. Working together for a common goal implies a shared concept. Especially in organizations with an educational or social agenda, agency refers to shared knowledge and empowerment.This article focuses on the reflection of societal power structures and the impact of the minority-majority relationship in the analysis of agency. Social conflicts not only play a role in political commitment in general, but are also a constant source of difficulties in a work context in which colleagues are comrades and friends. By analysing narrative interviews with actors in Coexistence Education in Israel this article discusses the premises of group agency.
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Ringskou, Lea, Christoffer Vengsgaard, and Caroline Bach. "Klubpædagogen mellem demokrati, frihed og markedsgørelse?" Forskning i Pædagogers Profession og Uddannelse 4, no. 2 (October 19, 2020): 16. http://dx.doi.org/10.7146/fppu.v4i2.122504.
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ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet.
AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?
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Willis, Rebecca. "The use of composite narratives to present interview findings." Qualitative Research 19, no. 4 (July 20, 2018): 471–80. http://dx.doi.org/10.1177/1468794118787711.
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This research note describes the use of composite narratives to present interview data. A composite narrative uses data from several individual interviews to tell a single story. In the research discussed here, investigating how politicians consider climate change, four composites were created from fourteen interviews with Members of the UK Parliament. A method for creating composite narratives is described. Three, linked, benefits of the technique are discussed. First, they allow researchers to present complex, situated accounts from individuals, rather than breaking data down into categories. Second, they confer anonymity, vital when reporting on private deliberations, particularly if interviewees are public figures. Third, they can contribute to ‘future-forming’ research, by presenting findings in ways that are useful and accessible to those outside academia. The main limitation of composite narratives is the burden of responsibility upon the researcher, to convey accurate, yet anonymized, portrayals of the accounts of a group of individuals.
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Dollinger, Bernd. "Subjects in criminality discourse: On the narrative positioning of young defendants." Punishment & Society 20, no. 4 (June 2, 2017): 477–97. http://dx.doi.org/10.1177/1462474517712977.
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This essay locates itself in the context of “narrative criminology”. By means of analyses of the categorization work performed by young defendants in interviews, it is reconstructed how they conceptualize themselves interactively as subjects and/or “perpetrators”. This categorization not only performs a location within the, respectively, told story and the interactive situation of the interview; the interviewees also position themselves in cultural criminal discourse. The analysis of corresponding narrations can therefore contribute to understanding the connection of individual and public narratives on criminality. This is described on the basis of three case examples. With a “sad story”, a heroic story and references to individual cases that received particularly great public attention, the interviewees each develop context-specific categorizations and cultural positionings of “their” criminality and biography.
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Epp, André. "Überlegungen zur Triangulation von biographisch-narrativem Interview und Expert*inneninterview." Zeitschrift für Qualitative Forschung 20, no. 1-2019 (March 18, 2019): 191–206. http://dx.doi.org/10.3224/zqf.v20i1.14.
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Um die Komplexität und den Zusammenhang biographischer Konstitutionsbedingungen pädagogischer Professionalität fassen zu können, bedarf es eines entsprechenden Erhebungsinstrumentes. Aufgrund der Gemeinsamkeiten und Überschneidungen von biographisch-narrativem Interview und Expert*inneninterview gilt es theoretisch zu begründen, warum eine Verschränkung beider Interviewformen umfassender ermöglicht, biographische und berufsbezogene (professionelle) Sinnstrukturen in Subjektiven Theorien zu identifizieren und aufeinander zu beziehen.
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Benincasa, Luciana. "Κόποις» ή «copies»; Μαθητικές/ φοιτητικές αφηγήσεις και κοινωνική ποιητική." Παιδαγωγικά ρεύματα στο Αιγαίο 6, no. 1 (August 19, 2022): 13–26. http://dx.doi.org/10.12681/revmata.31125.
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Adopting a voluntaristic approach, this paper aims to highlight the creativity of social actors. My objectives are (a) to examine examples of the dominant meritocratic narrative in students’ interview discourse and (b) to present an example of the way in this same narrative is challenged by other student narratives. I use two types of data from student culture: (a) excerpts from newspaper interviews with students, referred to as the “first of the first”, who were admitted with the highest marks to very prestigious university departments and (b) a well-known student saying about achievement. The students’ interview discourse resounds with the ideology of effort, described as the road to success and endorsed by educational and political authorities alike. The saying in question, on the other hand, proposes a very different narrative, according to which success is the result of cheating. More than being just different, this alternative narrative openly questions and even ridicules official narratives and the ideology that backs them. This is discussed as an aspect of “social poetics” (Herzfeld).
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Nielsen, Kirsten, and Jette Henriksen. "Nursing students’ learning to involve elderly patients in clinical decision making – The student perspective." Journal of Nursing Education and Practice 12, no. 12 (August 15, 2022): 49. http://dx.doi.org/10.5430/jnep.v12n12p49.
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The increasing number of elderly people in the population triggers a need for more nurses in the eldercare services. Therefore, a need exists to encourage nursing students’ interest in eldercare. International research found both positive and negative attitudes towards eldercare. The challenge is to facilitate students’ learning about and interest in geriatric care. This study aimed to investigate whether listening to older patients’ narratives may facilitate nursing students’ competencies related to and their interest in eldercare. A phenomenological-hermeneutic approach was employed to investigate whether an intervention in which nursing students conduct narrative interviews with older patients may promote their competencies to involve these patients in their own care while concurrently enhancing their interest in eldercare. New knowledge was generated through the interpretation of transcribed narrative interviews with the students conducted before and after the intervention. Four themes emerged: the significance of the narrative for the patient-nurse relation, for involving patients in clinical decision making, for person-centred care and for students’ interest in eldercare. The students valued the impact of the narrative interview. After the interview, they experienced a better patient-nurse relation and they found that it was easier to involve elderly patients in clinical decisions and to provide person-centred care. Students expressed a more positive interest in eldercare. This research addresses geriatric care, as it conveys experiences with the use of narratives to facilitate students' learning about eldercare.
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Johnson, Alison J. "Changing stories." Evaluation in text types 15, no. 1 (April 7, 2008): 84–114. http://dx.doi.org/10.1075/fol.15.1.06joh.
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Evaluation is central to Labov and Waletzky’s (1997) narrative model; without it stories lack any ‘point’. But in narratives elicited from witnesses and suspects at the start of police interviews, evaluation is markedly sparse or absent. This paper examines the presence of three kinds of evaluation in the interview’s questioning phase: interviewer evaluation, elicited evaluation and interviewee evaluation, focusing on discourse markers and evaluative patterns and frameworks that reveal how evaluation is carried out in a range of question and response speech acts (Stenström 1984) and looking at the marking of stance by interviewers in relation to the evidential value of the elicited detail. It shows how interviewers and interviewees change their stance and footing, moving from interrogator to therapist and from cooperation to non-cooperation. Drawing on pragmatic principles from conversational analysis of institutional interaction (Drew and Heritage 1992) and from appraisal theory (Martin 2000), analysis reveals features of contested and collaborative evaluation, marked in turns that reveal concessive and adversative positions. Conclusions point to the function of evaluative frames as important features of interviewer activity, suggesting that these function to achieve a change of state in suspect and witness knowledge and in the evidential value of information.
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Helsig, Sarah. "Big stories co-constructed." Narrative Inquiry 20, no. 2 (December 10, 2010): 274–95. http://dx.doi.org/10.1075/ni.20.2.03hel.
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Tying up to previous narrative work that is concerned with the interrelations between big story and small story research (Bamberg, 2006; Freeman, 2006; Georgakopoulou, 2006b), this article aims to demonstrate that big story research can profit from methodological procedures that understand narrative research interviews as interactional encounters and positions assigned to the narrator during this encounter as impinging on the biographic accounts they deliver. For that purpose, I take the interaction between the interviewer and the interviewee — both before and during the actual interview — as an analytical point of departure and argue that the self-constructions that narrators undertake when engaging in (auto)biographic self-reflection have to and can only be understood against the background of this embedding interaction.
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Lambrou, Marina. "Narrative, text and time: Telling the same story twice in the oral narrative reporting of 7/7." Language and Literature: International Journal of Stylistics 23, no. 1 (February 2014): 32–48. http://dx.doi.org/10.1177/0963947013510649.
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The question of whether it is possible to ‘tell the same story twice’ has been explored in work on conversational narratives, which has set out to understand the existence of some kind of ‘underlying semantic structure’ and ‘script’ (Polanyi, 1981). In conversational narratives, ‘local occasioning’ and ‘recipient design’ (Sacks et al., 1974) are factors that determine the form and function of the story. Here, ongoing talk frames the narrative while other participants provide a ready made audience, all of which, form part of the storytelling process. What happens, however, when a survivor of 7/7 (the date in 2005 of the co-ordinated terrorist bomb attacks on the London transport system in the morning rush hour, which killed 52 and injured hundreds of people), whose personal narrative was reported globally on the day of the event, is again interviewed two and a half years later for their experience of that morning? Is the ‘same story’ retold? Specifically, how far does the latest story replicate the experience and events of the first and which of the prototypical features of a personal narrative – at the level of both the macrostructure and microstructure – remain constant? By comparing both interviews and using Labov and Waletzky’s (1967) narrative framework as the central model for analysis, it is possible to see whether events within the complicating action or features of evaluation remain the most memorable, that is, they are recalled in the second telling as important aspects of the experience, and may be seen to be core narrative categories. While findings show that both narratives are comparable in form, a closer investigation finds compelling differences as well as unexpected linguistic choices. Not only has the second narrative become informed by other, external narratives to become part of a broader, mediated narrative but various discourse strategies of ‘dissociation’ in both interviews have resulted in a retelling of a traumatic experience that appears to have features of an eye witness report rather than a personal narrative. Moreover, this blurring of two distinct genres of storytelling provides a true insight of how the narrator positions himself inside this terrible experience.
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Abkhezr, Peyman, Mary McMahon, Marilyn Campbell, and Kevin Glasheen. "Exploring the boundary between narrative research and narrative intervention." Narrative Inquiry 30, no. 2 (May 19, 2020): 316–42. http://dx.doi.org/10.1075/ni.18031.abk.
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Abstract Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations. This study explored the implications of engaging recently resettled young African participants in narrative inquiry interviews. Thematic analysis uncovered four themes and 11 subthemes from the interviews. The Future Career Autobiography (FCA; Rehfuss, 2009, 2015) was used to understand these participants’ narrative themes and explore the possibility of narrative change as a result of participating in narrative inquiry interviews. The findings illustrate the transformative function of narrative inquiry as uncovered by the FCA, and how narrative inquiry could potentially cross a boundary with narrative interventions such as narrative career counselling.
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Cohen, Patricia, Stephanie Kasen, Antonia Bifulco, Howard Andrews, and Kathy Gordon. "The accuracy of adult narrative reports of developmental trajectories." International Journal of Behavioral Development 29, no. 5 (September 2005): 345–55. http://dx.doi.org/10.1177/01650250500147709.
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This methodological investigation examines the accuracy of narrative-based scaled ratings covering several post high school years. Guided narratives by young adults described developmentally relevant behaviour and context for each month between ages 17 and the mid-20s. “Prospective” narratives covered shorter time periods in three interviews separated by about 1 year each. A fourth “retrospective” interview included the entire period covered in the previous narratives and took place 1 year after the last prospective interview. Study variables were reliable ratings of data from these carefully conducted and blindly repeated narratives. Aspects of the study design expected to maximise reliability and validity of these data are provided. Prospective–retrospective (test–retest) correlation of ratings based on data from 149 participants covering an average of 64 studied months each on role-related, qualitative, and social variables are reported. The high consistency of many developmental variables based on these reports suggests that retrospective narratives can produce reliable and valid scaled measures covering a substantial period of time.
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Sendra, Anna, Sylvie Grosjean, and Luc Bonneville. "Co-constructing experiential knowledge in health: The contribution of people living with Parkinson to the co-design approach." Qualitative Health Communication 1, no. 1 (January 25, 2022): 101–21. http://dx.doi.org/10.7146/qhc.v1i1.124110.
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Background: The use of collaborative approaches in the design of digital health technologies could help researchers to better understand the patient perspective. Starting from a 2019 Canadian case study focused on co-design and Parkinson’s disease, this paper discusses the potential of using narrative interviews to capture the patient experience. Aim: The objectives of this study are to examine the process of co-construction of ‘experiential knowledge’ through the interaction during a narrative interview and stress the significance of this method in relation to a co-design approach. Methods: A qualitative analysis of transcripts from 19 narrative interviews conducted in 2019 with people living with PD and their caregivers was performed. Results: Materialized in embedded, embodied, and emergent knowledge, findings reveal the potential of narrative interviews to provide insight to how experiential knowledge of people living with PD is constituted. Discussion: In addition to generate a learning environment, the analysis indicates that narrative interviews help to make visible experiential knowledge through the interaction processes between patients, caregivers, and researchers. Conclusion: This suggests that narrative interviews permit a more patient-centered design of digital health technologies, as they collect the psychological, social, and medical factors that influence the experience of these individuals.
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Surangi, H. A. K. N. S. S. "The Experience of Applying a Narrative Research Approach With Female Entrepreneurs in Sri Lanka." SAGE Open 12, no. 2 (April 2022): 215824402210961. http://dx.doi.org/10.1177/21582440221096143.
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The area of female entrepreneurship has recently received considerable attention, which is dominated by quantitative studies. However, the narrative methodology approach offers the opportunity to gain in-depth, rich information beyond the boundaries of a question-response type of interview. Therefore, the article puts forward researching female entrepreneurship through the application of the narrative design. Fourteen women were purposively approached and interviewed. Findings revealed that researcher characteristics including understanding and respecting others, insider, outsider perspectives, and multiple identities as critical attributes of success in conducting narrative interviews. In addition, interview skills such as building trust and language were crucial to sustaining such characteristics when bringing together the stories of the respondent. Therefore, narrative design can be identified as an essential method that produces new knowledge, permitting, in this case, to better understand the complexity of women’s experiences.
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Immler, Nicole L. "Oral History und Narrative Theorie: Vom Erzählen lernen." Oral History in der akademischen Lehre 31, no. 1-2018 (January 7, 2020): 135–49. http://dx.doi.org/10.3224/bios.v31i1.12.
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Wachsende Oral History-Archive weltweit beherbergen abertausende von Interviews, zur Gewaltgeschichte des 20. und 21. Jahrhunderts ebenso wie zur Sozialgeschichte verlorener wie gegenwärtiger Lebenswelten. Das digitale Zeitalter macht viele dieser Interviews öffentlich zugänglich. Doch welche Herausforderungen ergeben sich daraus für Wissenschaft und Lehre? Um diese Frage geht es in diesem Aufsatz. An der Universität für Humanistik in Utrecht unterrichte ich das Fach „Narrative Research and Oral History: Theory, Method and Practice“. In meinem Seminar sprechen Zeitzeugen und Zeitzeuginnen durch ihre Egodokumente zu den Studierenden. Der Kurs bringt Selbstzeugnisse, Oral History und narrative Theorie in einen Dialog und erschließt damit den Studierenden die narrative Dimension des menschlichen Daseins. Ich zeige, in welcher Weise narrative (Erzähl-)Theorien hilfreich sind, um Oral History-Interviews in ihrer Komplexität zu analysieren; um simplifizierte Identitätskonstruktionen oder Zuschreibungskategorien wie „Generation“ oder „Trauma“ kritisch zu reflektieren sowie Potentiale und Risiken in Narrativen zu verorten. Mit diesem Aufsatz möchte ich auch der Debatte über das „Re-Using“ von Oral History aus digitalisierten Datenbanken einen Impuls geben.
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Muylaert, Camila Junqueira, Vicente Sarubbi Jr, Paulo Rogério Gallo, Modesto Leite Rolim Neto, and Alberto Olavo Advincula Reis. "Narrative interviews: an important resource in qualitative research." Revista da Escola de Enfermagem da USP 48, spe2 (December 2014): 184–89. http://dx.doi.org/10.1590/s0080-623420140000800027.
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Objetives This methodological study explain and emphasize the extent and fertility of the narrative interview in qualitative research. Methods To describe the narrative method within the qualitative research. Results The qualitative research method is characterized by addressing issues related to the singularities of the field and individuals investigated, being the narrative interviews a powerful method for use by researchers who aggregate it. They allow the deepening of research, the combination of life stories with socio-historical contexts, making the understanding of the senses that produce changes in the beliefs and values that motivate and justify the actions of possible informants. Conclusion The use of narrative is an advantageous investigative resource in qualitative research, in which the narrative is a traditional form of communication whose purpose is to serve content from which the subjective experiences can be transmitted.
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Witney, Andrew J., and Glen Bates. "Narrative integration of identity following trauma Life-stories of immigrants granted asylum in Australia following prolonged detention." Narrative Inquiry 26, no. 1 (December 5, 2016): 88–107. http://dx.doi.org/10.1075/ni.26.1.05wit.
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Drawing on narrative theories of personality this study proposed a model of narrative integration to explain how traumatic experiences are incorporated within the self-construct. A qualitative design was employed, using semi-structured interviews and thematic analysis of interview data. The sample included former asylum-seekers now living in Australia after spending two years or more in mandatory detention centers. Ten males aged between 19 and 51 recalled their experiences of mandatory detention within the context of their lives. Findings supported the use of the proposed model of narrative integration for understanding trauma associated with mandatory detention. Thematic analysis revealed disturbances to people’s narratives as a result of detention, with attempts to adapt to narrative disturbance adhering to constructs outlined in the model. Three groups representing different levels of narrative integration were identified using the model, including: robust integration, limited integration, and fragmentation. This study extended the narrative approach by offering a conceptual framework for assessing narrative integration following a traumatic event. Findings suggest scope for further research applying the model of narrative integration to other trauma populations, and exploring the utility of the model in a therapeutic context.
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TRINCH, SHONNA L., and SUSAN BERK-SELIGSON. "Narrating in protective order interviews: A source of interactional trouble." Language in Society 31, no. 3 (July 2002): 383–418. http://dx.doi.org/10.1017/s0047404502020274.
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This study examines the types of interactional trouble that arise from narrative variation in institutional interviews. Specifically, we examine protective order interviews in which Latina women tell of domestic violence to paralegal interviewers charged with the duty of helping them obtain a protective order. Victims' narratives are shown to take different shapes, and paralegals respond to them in different pragmalinguistic ways, depending on how they diverge from institutional needs. The factors found most heavily to influence narrative outcomes are contextual ones, related to participant social roles, the type of communicative activity interlocutors perceive themselves to be engaged in, and their interactional goals. An additional finding is that when expectations of what constitutes appropriate speech behavior differ, the interlocutor holding greater institutional power will try to constrain the speech of the other, despite the fact that both appear to share an extralinguistic goal, in this case obtaining a protective order.
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Slembrouck, Stef. "The research interview as a test: Alignment to boundary, topic, and interactional leeway in parental accounts of a child protection procedure." Language in Society 40, no. 1 (February 2011): 51–61. http://dx.doi.org/10.1017/s0047404510000886.
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AbstractThis article concentrates on how interviewees experience the context of semi-structured or open interviews as a “test,” both in terms of being an interviewee and in terms of the roles presupposed in what the interview is about. It invites a reflexive discourse-analytical turn in which we concentrate on the interactional negotiation of various aspects of the interview situation and the interview as an interactional accomplishment. The focus is on the implications for the status of the data that was subsequently obtained, with an eye to locating “the social forces that impress on the ethnographic locale” (Burawoy 1998:15). Insights obtained in this way are argued to bear directly on our understanding of the central research topic under investigation. The data used here have been drawn from a research project on social class and coding orientations in experiential accounts of child protection in Belgium/Flanders. The data base consists of interviews with parent clients. (Data histories, narrative, interview as test, social class, child protection, ethnographic reflexivity)
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Llewellyn-Beardsley, Joy, Stefan Rennick-Egglestone, Simon Bradstreet, Larry Davidson, Donna Franklin, Ada Hui, Rose McGranahan, et al. "Not the story you want? Assessing the fit of a conceptual framework characterising mental health recovery narratives." Social Psychiatry and Psychiatric Epidemiology 55, no. 3 (October 25, 2019): 295–308. http://dx.doi.org/10.1007/s00127-019-01791-x.
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Abstract Purpose Narratives of recovery have been central to the development of the recovery approach in mental health. However, there has been a lack of clarity around definitions. A recent conceptual framework characterised recovery narratives based on a systematic review and narrative synthesis of existing literature, but was based on a limited sample. The aims of this study were to assess the relevance of the framework to the narratives of more diverse populations, and to develop a refined typology intended to inform narrative-based research, practice and intervention development. Method 77 narrative interviews were conducted with respondents from four under-researched mental health sub-populations across England. Deductive and inductive analysis was used to assess the relevance of the dimensions and types of the preliminary typology to the interview narratives. Results Five or more dimensions were identifiable within 97% of narratives. The preliminary typology was refined to include new definitions and types. The typology was found not to be relevant to two narratives, whose narrators expressed a preference for non-verbal communication. These are presented as case studies to define the limits of the typology. Conclusion The refined typology, based on the largest study to date of recovery narratives, provides a defensible theoretical base for clinical and research use with a range of clinical populations. Implications for practice include ensuring a heterogeneous selection of narratives as resources to support recovery, and developing new approaches to supporting non-verbal narrative construction.
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Bernhard, Stefan. "Forms of identities and levels of positioning." Narrative Inquiry 25, no. 2 (December 31, 2015): 340–60. http://dx.doi.org/10.1075/ni.25.2.08ber.
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What happens in narrative-biographical interviews? The present article answers this question by drawing on biographical (big story) and practice-based (small story) approaches. It starts from a practice theoretical reading of Harrison C. White’s identity theory and conceptualizes narrative-biographical interviews as arenas of storytelling practices that engage in identities of different forms and levels of positioning. Interviewees devise small identities, embed them in contexts and nest those identities-in-context with one another in the course of interactions with the interviewer. Meanwhile, the approach reflects autobiographic big storytelling as highly scripted and contextualized endeavors. It moves beyond the big story script by suggesting “style” as target concept for autobiographical analysis. This conceptual shift goes hand in hand with a move away from single-sited interviewing to multi-sited narrative research. The argument is exemplified using rich data on a nascent self-employed artist.
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Kuznetsov, V. A. "Tribal narrative in the Syrian political universe." Russia & World: Sc. Dialogue, no. 1 (March 26, 2022): 110–23. http://dx.doi.org/10.53658/rw2022-2-1(3)-110-123.
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The following article deals with the problem of formation and functioning of tribal narratives in the political universe of Syria. The author shows how tribe narrative is structured in the form of epic narration within the framework of which different political events acquire a special logic and vested with new connotations. The tribe which comprehends political relations through the prism of this narrative, structures its communication with forces external relative to it, the state included, in a special way. The accomplished research is based both on open sources and on materials of the author’s interviews with the representatives of Hsana tribe, which he took in summer and autumn 2021. The results of the research, as it seems, could be useful for studying the general problems of tribalism and relations of tribes and state in the Middle East.
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Douglas, Kitrina, and David Carless. "Performance, Discovery, and Relational Narratives among Women Professional Tournament Golfers." Women in Sport and Physical Activity Journal 15, no. 2 (October 2006): 14–27. http://dx.doi.org/10.1123/wspaj.15.2.14.
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The dominant narrative within the literature on elite sport is characterised by a total focus on performance. Scholars in other areas have noted how although alternatives to the dominant narrative exist they are often silenced and fail to reach the public domain. Drawing on interviews with seven women professional tournament golfers, we explored the narratives women use to make sense of their experiences in elite sport. We present three narratives which illustrate the existence of alternatives to the dominant performance narrative among Europe’s most outstanding women golfers. Two alternatives are identified: a discovery narrative and a relational narrative. These findings suggest that diverse routes to success are possible in women’s professional sport. We discuss the educational and social implications of the alternative narratives in an effort to encourage discussion and debate among athletes, administrators, coaches, sports psychologists, and educators.
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Drennan, Lex. "FEMA’s fall and redemption—applied narrative analysis." Disaster Prevention and Management: An International Journal 27, no. 4 (August 6, 2018): 393–406. http://dx.doi.org/10.1108/dpm-07-2017-0163.
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Purpose The purpose of this paper is to recover the narratives constructed by the disaster management policy network in Washington, DC, about the management of Hurricanes Katrina and Sandy. Recovering and analysing these narratives provides an opportunity to understand the stories constructed about these events and consider the implications of this framing for post-event learning and adaptation of government policy. Design/methodology/approach This research was conducted through an extended ethnographic study in Washington, DC, that incorporated field observation, qualitative interviews and desktop research. Findings The meta-narratives recovered through this research point to a collective tendency to fit the experiences of Hurricane Katrina and Sandy into a neatly constructed redemption arc. This narrative framing poses significant risk to policy learning and highlights the importance of exploring counter-narratives as part of the policy analysis process. Research limitations/implications The narratives in this paper reflect the stories and beliefs of the participants interviewed. As such, it is inherently subjective and should not be generalised. Nonetheless, it is illustrative of how narrative framing can obscure important learnings from disasters. Originality/value The paper represents a valuable addition to the field of disaster management policy analysis. It extends the tools of narrative analysis and administrative ethnography into the disaster management policy domain and demonstrates how these techniques can be used to analyse complex historical events.
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Bates, Adam, Trish Hobman, and Beth T. Bell. "“Let Me Do What I Please With It . . . Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development." Journal of Adolescent Research 35, no. 1 (November 3, 2019): 51–83. http://dx.doi.org/10.1177/0743558419884700.
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Social media provides Lesbian Gay Bisexual Transgender Queer Plus (LGBTQ+) youth with daily access to a broader sociocultural dialogue that may shape narrative identity development. Through in-depth narrative interviews, this study sought to understand the lived experiences of 11 LGBTQ+ undergraduates ( age range = 19-23) building narrative identities in the cultural context of social media and the role of social media within this process. Interviews were analyzed using an interpretative, individual analysis of personal stories. These experiences were then compared and contrasted through thematic analysis to identify four shared narrative themes. Narratives of merging safe spaces highlight how LGBTQ+ youth now have regular access to safe environments online/offline which facilitate more secure identity development. Narratives of external identity alignment describe social media as a tool for LGBTQ+ youth to seek out identities that match their preexisting sense of self. Narratives of multiple context-based identities encapsulate how adolescents’ identity markers are multiple and invoked in a context-dependent manner. Finally, narratives of individuality and autonomy characterize how LGBTQ+ youth perceive themselves as highly individualized members of a wider community. These findings highlight the complex role social media plays within LGBTQ+ youth identity development. The implications are discussed within.
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Sari, Rani Evita, and Dina Merris Maya Sari. "Teachers' Perceptions Using Narrative for Teaching English for Young Learners." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 1 (March 10, 2022): 116. http://dx.doi.org/10.33578/jtlee.v5i1.7891.
Full textAbstract:
This article examines the use of narrative as a learning method in English classes for young learners. This study used descriptive qualitative method. It examines the teacher's perspective in using narrative in lesson plans. Interviews were conducted with both novice and experienced teachers in teaching young learners about their preferences and experiences when using narrative-based learning. Research results show that teachers assume narrative-based lessons are very time-consuming so it is not easy to use narratives in learning, so narratives also have a positive impact on the theoretical part could be seen on students and for teaching, 5 out of 7 teachers think coursebooks are not enough for narrative-based learning so they use other sources such as internet and storybooks.
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Eygerðardóttir, Dalrún. "Drifting: Feminist Oral History and the Study of the Last Female Drifters in Iceland." Feminist Research 2, no. 1 (June 2018): 1–15. http://dx.doi.org/10.21523/gcj2.18020101.
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This paper examines the story of the last female drifters in Iceland from the voices of women who remembered them. It examines the advantages of the woman-on-woman oral history interview when obtaining women’s perspectives on women’s history. An examination of women’s narrative techniques suggests that women’s narrative style is often consistent with a conversational style; and therefore it is important to construct a space in woman-on-woman oral history interviews that carries a sense of place for a conversation. It also examines the woman-on-woman oral history interview as a continuation of women’s oral tradition in Iceland, especially an oral tradition from medieval Iceland; called a narrative dance (ice. sagnadans). Lastly, it examines the shared features of the Icelandic #Metoo event stories and the Icelandic narrative dances, in relation to woman-on-woman oral history interviews.
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Sevón, Eija. "‘My life has changed, but his life hasn’t’: Making sense of the gendering of parenthood during the transition to motherhood." Feminism & Psychology 22, no. 1 (August 30, 2011): 60–80. http://dx.doi.org/10.1177/0959353511415076.
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A narrative approach to the study of the gendered nature of parenting acknowledges that different kinds of cultural narratives surround the couple relationship and parenting. This narrative study illustrates the process of the gendering of parenthood from the points of view of seven Finnish first-time mothers. The data were obtained from 28 in-depth longitudinal interviews. Two main narratives were found: a turbulent transformation and a smooth transformation narrative. The turbulent transformation narrative demonstrates how the transition to parenthood may lead to biographical disruption in first-time mothers’ lives. The contradictory cultural narratives of intensive mothering and shared parenthood created ambivalence in the women’s identifications with motherhood and negotiation of parenthood with their partner. For these women, traditional, gendered narratives supported narrative reorientation and the construction of a coherent identity as a mother and as a partner for the women. The smooth transformation narrative, in turn, showed that willingness and effort are required from both parties of the couple in order to depart from intensive mothering and to achieve shared parenting.
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Mæhre, Kjersti Sunde. "Fortellingens betydning for å fremme livsmotet i møte med alvorlig sykdom." Nordisk tidsskrift for helseforskning 15, no. 2 (November 14, 2019): 16. http://dx.doi.org/10.7557/14.4605.
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The importance of the story to promote hope and life courage in the face of serious illnessIn connection with my PhD (Mæhre, 2017), I conducted qualitative interviews with five critically ill patients in an enhanced ward of a nursing home, based on the Coordination Reform. The purpose of the interviews was to increase understanding of patient experiences of the ward, and their perceived challenges and needs for assistance. The research method was a hermeneutic-phenomenological approach. The essay is based on one of the patient interviews, which has been rewritten as a narrative. This narrative emphasizes how the patient has fought against her illness, and her need to be seen as herself as a person and not understood in terms of a diagnosis. The illness narrative becomes part of her life story. The article highlights opportunities for narratives in the face of serious illness. The narrative reveals how a changed life situation, despite severe illness, can add courage and joy to life, but also how it can lead to hopelessness, doubt, and uncertainty.