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The problem of interpretation in vignette methodology in research with young people

O'Dell, Lindsay; Crafter, Sarah; Abreu, Guida de and Cline, Tony (2012). The problem of interpretation in vignette methodology in research with young people. Qualitative Research, 12(6) pp. 702–714.

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In this paper we explore how interpretation is dealt with by researchers using a vignette methodology. Researchers using vignette methodology often struggle with interpretation: how to interpret the responses when participants shift between discussing the vignettes as themselves, taking the perspective of the character in the vignette and commenting on what ‘ought’ to happen. We argue that by foregrounding a consideration of the method with an explicitly articulated theoretical position of dialogicality, issues inherent in interpretation become a valuable addition to the research rather than an obstacle to be overcome. In the paper we discuss ‘Louise’ a young carer, detailing the various positions she takes in her talk about the vignette of Mary, a fictitious young carer, to illustrate how a perspective based in dialogical theory contributed to the analysis of her various moves through different identity positions.

Item Type: Journal Article
Copyright Holders: 2012 The Authors
ISSN: 1741-3109
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetESRC (Economic and Social Research Council)
Keywords: vignette methodology; dialogical self; identity
Academic Unit/Department: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Interdisciplinary Research Centre: Innovation, Knowledge & Development research centre (IKD)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 35182
Depositing User: Lindsay O'Dell
Date Deposited: 06 Nov 2012 09:32
Last Modified: 04 Oct 2016 11:22
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