Walking Interviews

King, Alexandra; Woodroffe, JJ

doi:10.1007/978-981-10-2779-6_28-1

Cited by 44 publications

(41 citation statements)

References 33 publications

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“…A more-than-representational and relational understanding of land-and coastscapes, which considers the situated and enlanguaged human dimensions, requires a method that enables an emplaced collection of data to capture their interactive and vital creation (Vannini 2015;King and Woodroffe 2017). This has led us to conclude that the method of walking interviews (Kusenbach 2004;O'Neil and Roberts 2019;Spinggay and Truman 2019;Liburd et al this volume) is a theoretically and methodologically sound way to generate data for our more-than-representational and relational purposes.…”

Section: "Let's Go I Show You My Coast": Mobile Methods Revealing a More-than-representational Coastscape Of North Frisiamentioning

confidence: 99%

“I show you my coast…”—a relational study of coastscapes in the North Frisian Wadden Sea

Döring

Ratter

2021

Maritime Studies

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In recent years, there has been an upsurge in research on relational approaches in geography and in the study of cultural landscapes. Following these strands of research, the relationality of human beings with their natural environments has been highlighted, emphasising the various ways people engage with their lifeworlds. This development is motivated by the perceived need to analytically expand landscape research towards a more-than-representational point of view, challenging the still prevalent dichotomy of nature and culture. The paper takes these insights as a starting point and provides an insight into a more-than-representational understanding of coastscapes that is combined with a more-than-representational understanding of language. Its aim is threefold: to theoretically engage with a more-than-representational and enlanguaged understanding of coastscapes; to explore the relevance of mobile methods for such an approach; and to empirically illustrate the emotive and relational bonds coastal dwellers form with their littoral environs. To capture the dynamism of a more-than-representational understanding that coastal dwellers develop with their coastscape, walking interviews were conducted in the district of North Frisia (Germany). All interviews were examined following a grounded approach and refined by a linguistic in-depth investigation. The analysis revealed four prevailing interpretative repertoires reconfiguring the boundary between nature and culture. They exhibit what we call a coast-multiple that adds to coastal nature-society-mixes which might be of interest for future coastal management at the German Wadden Sea.

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Section: "Let's Go I Show You My Coast": Mobile Methods Revealing a More-than-representational Coastscape Of North Frisiamentioning

confidence: 99%

“I show you my coast…”—a relational study of coastscapes in the North Frisian Wadden Sea

Döring

Ratter

2021

Maritime Studies

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“…Social scientists and geographers have been increasingly relying on walking interviews (e.g. Butler & Derrett, 2014; Evans & Jones, 2011; King & Woodroffe, 2017; Lenette & Gardner, 2021) as a way to gather participants’ stories connecting self and place. In walking interviews, the researcher walks with the interviewee through a given location where they work and/or live while asking questions.…”

Section: Collecting Data For Place-sensitive Researchmentioning

confidence: 99%

Unpacking “Sense of Place” and “Place-making” in Organization Studies: A Toolkit for Place-sensitive Research

Cartel

Kibler

Dacin

2022

The Journal of Applied Behavioral Science

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There is increasing interest in organizational scholarship in the role of place. To support these developments, we offer a framework for place-sensitive research in organizational analysis. The notion of place refers to a unique location, endowed with a material from and a socially constructed set of meanings. In line with the phenomenology of place, our framework first distinguishes between two ontologies of place: place as experience—through which people develop a sense of place—and place as practice—through which people engage collectively to make places. Second, our framework distinguishes between three temporal orientations in relation to place: past, present, and future. We then draw from research in geography to reflect on two under-explored methodological toolkits to collect data on and analyze place as experience and place as practice in organization studies: walking interviews, and geographical videography.

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“…They ranged in length from eight to fifty minutes (M =37.1, SD =18.8). The interviews with students took the form of 'walking interviews' in that, a student and I would talk while walking around school facilities together (King & Woodroffe, 2019). Specifically, we walked around the school yard, field, and gymnasium (where TACKLE had taken place).…”

Section: One-on-one Interviewsmentioning

confidence: 99%

“…The walking interview approach was adopted as this method provided an innovative opportunity to generate richer information from disengaged students regarding their experiences of the TACKLE programme (Botfield, Zwi, Lenette, & Newman, 2019;King & Woodroffe, 2019). Previous studies utilising walking interviews or the 'talk-as-you-walk" method with vulnerable populations have provided insight into both the value and success of the approach (Botfield et al, 2019;O'Neill & Hubbard, 2010;Ross, Renold, Holland, & Hillman 2009).…”

Section: One-on-one Interviewsmentioning

confidence: 99%

“…Walking interviews (King & Woodroffe, 2019) were again used with students to explore their engagement, behavioural, and psychosocial outcomes at multiple time points. The semi-structured interview guides were tailored specifically to each student and employed a conversational tone, including questions around their interests, hobbies, friendship groups, and their educational and employment aspirations.…”

Section: Follow-up Interviewsmentioning

confidence: 99%

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A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?

Owen¹

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Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, poverty, social marginalisation, criminal behaviour, and premature mortality. As such, implementing effective programmes to re-engage young people who are classified, or are at risk of becoming classified, as NEET is of great importance to these individuals, family, and society more broadly. To this end, the aim of the current thesis was to conduct three realist evaluations to understand how and under which circumstances multi-component programmes may impact the engagement, behavioural, and psychosocial outcomes of disengaged students and young people who are not in education, employment, or training. Study 1 consisted of a realist evaluation of a six-month multi-component programme for year ten (aged 14-15 years) disengaged students across three schools. In Study 2, the findings and refined programme theories from Study 1 were subsequently tested through a 10-week multi-component programme with disengaged year eight (aged 12-13 years) students and evaluated over ten months. Informed by the findings from the first two studies, the final study comprised the development, implementation, and evaluation of a four-week multi-component programme utilising appreciative inquiry as a theoretical framework to re-engage young people (aged 17-23 years) who were outside of education, employment, and training. Overall, the findings from the three studies highlighted the potential benefits of utilising a multi-component programme to re-engage young people. Specifically, context-mechanism-outcome configurations and refined programme theories relating to the development of trust, positions of authority, the power of collective experience, exploration of possible life directions, active learning, deviant peer contagion, and the reinforcement and enactment of hegemonic masculine identities were developed. Collectively, the results provide a detailed and practical understanding of the architecture of programmes that can benefit disengaged young people and help advance the implementation of future programmes for working with disengaged populations.

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Walking Interviews

Cited by 44 publications

References 33 publications

“I show you my coast…”—a relational study of coastscapes in the North Frisian Wadden Sea

“I show you my coast…”—a relational study of coastscapes in the North Frisian Wadden Sea

Unpacking “Sense of Place” and “Place-making” in Organization Studies: A Toolkit for Place-sensitive Research

A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?

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