In to interpret my data as I was sure

In terms of “coverage
and depth” it emerged clearly after the examination of the transcription in what
M. Csikszentmihalyi, (1991) proposes that
the aspect of “flow” (Csikszentmihalyi, 1991) is very important to
the fluency of the storytelling. Storytelling is by definition a human “predisposition”
and is co-constructed by the gives and takes of the self and the
otherness.  Life history interviews are intrinsically
bounded in this dialogical premise of narration in that the interviewer is not
a mere question executive but rather 


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In terms of
data analysis the methodological approach as it is suggested by (Goodson, 2001) was sought to be
followed: read the interview transcriptions in order to note the emergent and
recurrent themes, clustering the quotes, divide and analyze the clusters
thematically, prepare a draft report as a canvas for a more final text.

Initially, I
thought it would be easy to interpret my data as I was sure about the themes of
the interview , however after really “bathing” (Goodson, 2008:4) in the dataset
it was pretty obvious that any predilection from my side was merely
invalid.  It was realized that the
predictions from my side would have only hindered the potentiality of the
interview’s emergent themes.

Over the
course of our international life history conversation we shared some very interesting
stories, all in the spirit of collaborative inquiry. So it is that in some
strange way the revelation of Mehmet’s life is a representation of mine as
well. However,  in terms of qualitative
research premises I should acknowledge that

A range of
information of Mehment’s life was collected in a variety of formats in terms of
field mino ethnographical study:  60
minutes interview and conversations,

research has in its central epistemological construct the intersections of
human experience and social experience.

For me the
method of life research emerged not only as an epistemological approach of
interpreting the lives and phenomena under exploration but rather as

access to the interview transcripts was important mainly for methodological reasons


The data
collection was based mainly on recording a verbal interview, however it was
obvious during the Data analysis that in terms of Life History any method
should go beyond simple extraction’s of  an
individual’s life history . The range of methods should be “rich and varied”
and may exist in many different modes: verbal data, visual data and written
data. (Dhunpath & Samuel, 2009)

By making a
life story interview with my research partner , in what Goodson (2001) would
define as “the understanding of how different patterns of life stories can
emerge through historical, social and the wider political contexts” (Goodson, 2001),  I gained insights I think I would not have gained
by using tight ethnographical methods  i.e. semi-structured interviews and
observations etc.

In this
essence a timeline 1interview,
that osculates life story’s holistic approach- in that it allows for the lives
to be seen as a whole in a very contextual manifestation (Goodson, 2001), – augments the unique chance of “witnessing”
of the events and their perception in context with the wider framework of the
life experiences.  However, the linear
perception of time should not be treated in strict pragmatism as in the cases
of a chronological timeline. In life history, time exists beyond any fixed
rationale coherence of horizontal events as multiple lives coexist in “one life”.
Goodson & Sikes (2001) propose, in that manner the use of timelines as starting
tools for constructing  a framework of
the key events of the story, however

In my view,
Life History research stands as an opportunity of thinking and looking at the
world in terms of its complexities. This means, that any reduction of the word
to its simplicities would not allow the researcher of any fresh information on the
phenomenon under investigation.

Life Stories
are meant to inform the readers not only in how to look at others but rather as
how to look at ourselves in new ways. However, this new ways are not always a
product of the storyteller’s instruction. The responses are likely to be conjured
up in terms of the representation and the interpretation of the telling of the
story per se. The Life History is
therefore another kind of pragmatic lenses to interpret the complexities of the
world by “revealing the transmutation of unobservable experience”. (Kouritzin, 2000:30)

The Life History
processes as they go beyond the  “contestations,
confirmations and consolidations” (Dhunpath
& Samuel, 2009:16) of our realities bring more multidimensional
considerations to these common social practices,  by drawing  upon what Bertaux Wiame (1981) would call
as   “listening beyond,” meaning
“trying to hear, beyond the words of a given person, the speech of a
social culture” (Bertaux, 1981:260)

fe story
interview has been taught as a method for capturing people’s own perceptions of
their lives (Goodson and Sikes, 2001)

history interviews can deepen our understanding of how disadvantaged learners
overcome barriers to participation, and how they negotiate their identity as

history research is a valuable method for including marginalised voices in
research processes

9 how
learners negotiate their self-identities, including their identities as
learners in HE;

learners experience, create and make sense of the rules, roles and norms of the
social world in which they live;

dynamics of
power between different groups within a society, and within an educational



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