Abstract:Fieldwork is being stretched in new directions across time and space. In this article we examine the kinds of emotional and affective encounters constructed in online interviews. We draw on Lefebvre's notion of rhythm and Ash's concept of ‘affective atmospheres’ to help identify moments of disjuncture in research interviews. These moments of disjuncture can be prompted by researchers and participants not being able to share a range of senses (touch, smell and taste) during Skype interviews. The technology does… Show more
“…Personal circumstances (e.g., pressure, stress) are positioned as elements of a relationship that cannot be expressed and appreciated in the same way if the relationship between the individuals is not formulated in a physical space. Such an understanding of physical interactions and relationships as ‘real’, and virtual relationships as potentially problematic, helps to facilitate the rationale for academic mobility through the construction of something akin to an ‘uncomfortable affective atmosphere’ in which senses cannot be shared and technology is at the foreground of experience as opposed to something that ‘sink[s] into the background’ (Adams‐Hutcheson & Longhurst, ). In a similar light, the following participant comments on the importance of ‘turning up’: So I think the physical being turning up at the meetings is massive for recognition.…”
Despite increasing geographic mobility among academic staff, gendered patterns of involvement in academic mobility have largely escaped scrutiny. Positioned within literatures on internationalization, physical proximity, gender and parenthood in academic mobility and understandings of gender as a process enacted through both discursive and embodied practices, we use discourse analysis based on interviews with academics in New Zealand to examine differences in language that create differing realities with regards to gender and obligations of care in academic mobility decisions. The findings reveal how academic mobility is discursively formulated as ‘essential’ to successful academic careers, with the need for frequent travel justified despite advances in virtual communication technologies. Heteronormative discourses are shown to disrupt and fragment the opportunities female academics have to engage in academic mobility. However, we also uncover ways in which these discourses are resisted, wherein fathers articulate emotional strain associated with academic mobility. The article shows how discourse works to constitute the essentialization of academic mobility, and the uneven gendered practices associated with it, whilst also giving voice to gender inequities in academic mobility from the southern hemisphere.
“…Personal circumstances (e.g., pressure, stress) are positioned as elements of a relationship that cannot be expressed and appreciated in the same way if the relationship between the individuals is not formulated in a physical space. Such an understanding of physical interactions and relationships as ‘real’, and virtual relationships as potentially problematic, helps to facilitate the rationale for academic mobility through the construction of something akin to an ‘uncomfortable affective atmosphere’ in which senses cannot be shared and technology is at the foreground of experience as opposed to something that ‘sink[s] into the background’ (Adams‐Hutcheson & Longhurst, ). In a similar light, the following participant comments on the importance of ‘turning up’: So I think the physical being turning up at the meetings is massive for recognition.…”
Despite increasing geographic mobility among academic staff, gendered patterns of involvement in academic mobility have largely escaped scrutiny. Positioned within literatures on internationalization, physical proximity, gender and parenthood in academic mobility and understandings of gender as a process enacted through both discursive and embodied practices, we use discourse analysis based on interviews with academics in New Zealand to examine differences in language that create differing realities with regards to gender and obligations of care in academic mobility decisions. The findings reveal how academic mobility is discursively formulated as ‘essential’ to successful academic careers, with the need for frequent travel justified despite advances in virtual communication technologies. Heteronormative discourses are shown to disrupt and fragment the opportunities female academics have to engage in academic mobility. However, we also uncover ways in which these discourses are resisted, wherein fathers articulate emotional strain associated with academic mobility. The article shows how discourse works to constitute the essentialization of academic mobility, and the uneven gendered practices associated with it, whilst also giving voice to gender inequities in academic mobility from the southern hemisphere.
“…Deakin and Wakefield (2013) highlight the value of widening accessibility for research participants and the advantage of being able to assess non-verbal clues. Skype provides distance between the researcher and child (Adams-Hutcheson and Longhurst, 2016), which can be advantageous for children as it can be less intimidating than being in the same room as a researcher who may be a stranger. It is also accessed from the comfort of the child’s home.…”
Section: Skype Interviews As a Research Methods With Childrenmentioning
confidence: 99%
“…This created flow and a natural atmosphere rather than a stilted, structured environment. Skype interviews are also convenient and flexible in terms of time (Adams-Hutcheson and Longhurst, 2016) as they can be fitted around the needs of the family and do not have to interfere with the child’s routines. Being able to see into the child’s space also enabled context to be established and at times rapport to develop.…”
Section: The Benefits and Challenges Of Using Skype Interviews As A Rmentioning
This article explores methodological and ethical issues of researching with children, drawing on a project exploring children’s perceptions of having a mother studying in Higher Education. While most prior research concentrates on a mother’s view of her children, this article uniquely focuses on children’s views on their mother. From analysis of the data and reflections on the research experience, the following themes emerged, the benefits and challenges of using drawing or Skype as a research method and ethical issues when working with children. Reflecting a view of children as competent and knowledgeable participants within research, I argue that children should be given opportunities to discuss a range of topics that concern them and advocate doing research ‘with’ rather than ‘on’ children. Throughout this article, the children’s and mothers’ voices are interjected to provide a narrative offering insights into family life from a child’s perspective thus revealing the impact of this research on the mother.
“…Skype interviews are considered to encourage participant openness and allow young people to speak freely, so responses collected over Skype in this study were not expected to differ from face-to-face interview responses. 24,25 The interview guide comprised of openended questions and prompts for the larger study as well as specific prompts designed to explore the objectives of this substudy. For example, some key prompts directed towards participants were 'What kind of relationships do you see online/on social media?'…”
Background
Understanding the factors influencing adolescents’ relationship views is important because early romantic relationships often act as precursors for relationships in adulthood. This study sought to examine the types of relationship-focused content adolescents witness on social media and how they perceive its effect on their romantic relationship beliefs. Methods: Sixteen semistructured interviews were conducted with Australian adolescents aged 16–19 years who were purposively sampled from a larger longitudinal study. Interview transcripts were analysed qualitatively using constructivist grounded theory. Results: Participants described the types of romantic relationship portrayals they saw on social media, including relationship-focused trends like ‘Relationship Goals’ and ‘Insta-Couples’. Participants explained their ability to identify incomplete and unrealistic relationship portrayals, as well as the pressure to share their relationships online in the same incomplete fashion. Views regarding the influence of social media were varied, but most believed social media relationship portrayals had some level of influence on young people’s relationship views; some participants believed this occurred regardless of awareness of the incompleteness of the online portrayal. Conclusions: Although participant interview data revealed the pervasiveness of social media relationship portrayals, it also revealed the sophisticated capabilities of adolescents in critiquing online media portrayals.
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