O'Dell, Lindsay; Crafter, Sarah; Abreu, Guida de and Cline, Tony
(2012).
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| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1177/1468794112439003 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
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 |
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| Copyright Holders: | 2012 The Authors |
| Funders: | ESRC |
| Keywords: | vignette methodology; dialogical self; identity |
| Academic Unit/Department: | Health and Social Care > Health and Social Care Education and Language Studies > Childhood, Development and Learning |
| Interdisciplinary Research Centre: | 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: | 06 Nov 2012 09:35 |
| URI: | http://oro.open.ac.uk/id/eprint/35182 |
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