Postmodern Trends: Expanding the Horizons of Interviewing
                    Practices and Epistemologies

Borer, Michael Ian; Fontana, Andrea

doi:10.4135/9781452218403.n4

Cited by 24 publications

(24 citation statements)

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“…Countless methodologists and theorists have recognized the impact of a researcher's positionality and the need for investigators to critically reflect upon it (Borer & Fontana, 2012;Denzin & Giardina, 2009;Gubrium & Holstein, 2012;Marshall & Rossman, 2011;Merriam, 2009;Schostak, 2006;Spradley, 1979b;Yow, 2014). Therefore, as it is the lens through which my entire project is viewed, let me begin with my story.…”

Section: My Journey To This Projectmentioning

confidence: 99%

“…For instance, Harding (2004b) notes that related themes emerge in the literature from scholars in the fields of ethnic, LGBT, and disability studies. Likewise, limitations of neutrality are also raised in literature on anthropology (Behar & Gordon, 1995;Holy & Stuchlik, 2014;Marcus & Fischer, 1986;Moore & Sanders, 2014), qualitative research methodology (Borer & Fontana, 2012;Gubrium & Holstein, 2012), and oral history (Yow, 2014). In short, knowledge is never politically detached, nor complete.…”

Section: Socially Situated Knowledgementioning

confidence: 99%

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Recognizing the complexity of service-learning and community engagement efforts: Facilitator standpoints from International Baccalaureate Organization secondary schools in Kenya, Ethiopia, and South Africa

Lillo

2017

Jnl of Research in Internatl Education

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Schools are increasingly tasked with the cultivation of global citizenship in their students. This is especially the case in international schools and in International Baccalaureate Organization (IBO) contexts, as both institutions tend to stress ideals of global-mindedness and engaged participation in communities. Rhetoric hailing servicelearning pedagogies abounds in these settings, and yet educators and students that try to organize community engagement efforts often face a host of challenges. This disconnect, between rhetoric and practice, is one that teachers and institutions alike seem interested in narrowing. Accordingly, this study focuses on pragmatic elements that can support and promote community engagement efforts.This study is based on six months of fieldwork in three international IBO high schools that were recognized in the African region for their developed service-learning

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Section: My Journey To This Projectmentioning

confidence: 99%

Section: Socially Situated Knowledgementioning

confidence: 99%

Recognizing the complexity of service-learning and community engagement efforts: Facilitator standpoints from International Baccalaureate Organization secondary schools in Kenya, Ethiopia, and South Africa

Lillo

2017

Jnl of Research in Internatl Education

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“…That we discovered the value of constructionist principles within that process does not imply we have tacitly developed an approach to interviewing based on social constructionism. Indeed, there is much writing that highlights the influence of social constructionism on qualitative interviewing (Borer and Fontana, 2012;Cunliffe, 2011;Denzin and Lincoln, 2000;King and Horrocks, 2010;Kvale and Brinkmann, 2009), with a paucity of critical realist application being developed in the same manner (Smith and Elger, 2014). Thus, we took it upon ourselves to analyse the work of Holstein & Gubrium (1995;Miller andGlassner (2011) in a way that we hoped would demonstrate a consistency between our philosophical and methodological commitments.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

“…This is the moment in interview research where ideas such as emphasising the respondents' subjective experience, reflexivity, and issues of representation began to enter and pave the way for more nuanced social constructionist approaches to interviewing (Alvesson, 2003;Borer & Fontana, 2012;Cunliffe, 2008).…”

Section: Conceptualising the Interviewmentioning

confidence: 99%

Philosophy in practice? Doctoral struggles with ontology and subjectivity in qualitative interviewing

McLachlan

Garcia

2015

Management Learning

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Philosophy in practice? Doctoral struggles with ontology and subjectivity in qualitative interviewing. AbstractThis article presents an auto-ethnographic, narrative account of the struggles we -as doctoral students working in a business school -experienced navigating the link between research philosophy and methodology. We focus on a popular philosophical perspective amongst doctoral students: critical realism. In particular, we use an illustrative example of how we sought to apply this seemingly abstract philosophical perspective in practice in our qualitative interviews, using what we term the ontological whats and epistemological hows.Our initial critical realist approach proved inadequate however, prompting us to understand qualitative interviewing in more social constructionist terms. Given this, we suggest that doctoral students (and researchers) are reflexive and provocative in their use of applying research philosophy to methodology. In sharing our experiences, we offer a pedagogical contribution for fellow doctoral students and qualitative researchers alike.

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“…The meaning is socially constructed through human activity and the agency which creates the social action (Borer & Fontana, 2012;Hammond & Wellington, 2013). Gibson and Brown (2009) describe this process as the creation of an analytically focussed discourse that provides insight into the lived experiences of those being studied.…”

Section: Interviewing As a Data-gathering Instrumentmentioning

confidence: 99%

Methodological Reflection on the Co-Construction of Meaning within the South African Domestic Worker Sector: Challenging the Notion of “Voicelessness”

Marais¹,

Wyk²

2014

MJSS

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Globally the domestic worker sector is characterised by a sense of "voicelessness". Given the centrality of participant engagement within the interpretivist paradigm, accessing those with firsthand knowledge of the phenomena under investigation proved challenging. This is attributed to the institutionalised nature of the sector and the initial outsider status of the researchers. This article presents a transparent account of the methodological considerations that guided the co-construction of meaning within this context. Two thousand leaflets were distributed. By describing the intended study, inviting participation and providing assurances of confidentiality an initial rapport was established. Purposive, respondent-driven self-sampling resulted in 20 female participants employed as domestic workers. The pilot study indicated the value of using metaphors while exploring tentative topics. An interview guide facilitated the exploration of key concepts during our engagement. In-depth interviews were

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Postmodern Trends: Expanding the Horizons of Interviewing Practices and Epistemologies

Cited by 24 publications

References 0 publications

Recognizing the complexity of service-learning and community engagement efforts: Facilitator standpoints from International Baccalaureate Organization secondary schools in Kenya, Ethiopia, and South Africa

Recognizing the complexity of service-learning and community engagement efforts: Facilitator standpoints from International Baccalaureate Organization secondary schools in Kenya, Ethiopia, and South Africa

Philosophy in practice? Doctoral struggles with ontology and subjectivity in qualitative interviewing

Methodological Reflection on the Co-Construction of Meaning within the South African Domestic Worker Sector: Challenging the Notion of “Voicelessness”

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