Draw me a picture, tell me a story: Evoking memory and supporting analysis through pre-interview drawing activities

Ellis, Julia; Hetherington, Randy; Lovell, Meridith; McConaghy, Janet; Viczko, Melody

doi:10.11575/ajer.v58i4.55541

Cited by 10 publications

(3 citation statements)

References 7 publications

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“…The incorporation of PIAs was a rather unique and innovative part of the method-and is especially novel within higher educational administrative research. PIAs are helpful for increasing the likelihood of generating authentic and complete stories (Ellis et al, 2011a(Ellis et al, , 2013, often highlighting and reinforcing the meaningful patterns within and across the narrative accounts. They are also helpful for novice researchers and those who are inexperienced with conversational interviews, during which the interviewer needs to establish rapport with the participant…must begin in a way that communicates interest in what the participant has to say and encourages him or her to speak expansively… [and] must succeed in diffusing power differences, supporting negotiation of social roles, and creating a "new kind of interpersonal context," one that "violates many of the norms of everyday conversation" (Brenner, 2006, pp.…”

Section: Details Of the Research Methodsmentioning

confidence: 99%

It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity

Stovin

2023

CJHE

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Interpretive and narrative research approaches, the experiences of academic administrators other than deans, chairs, and presi-dents, and academic identity work beyond graduate students and beginning professors are all areas that are underrepresented in the literature on higher educational administration. This article builds on recent narrative research by applying higher educational admin-istrative theories as interpretive lenses to propose a model for helping to understand the development and application of associate deans’ academic identities. Among the findings were that academic identities helped explain associate deans’ approaches to their roles, their views of their surrounding organizations, and their reasons for assuming the role. Further, the associate deans who partic-ipated in this research did not experience their transition to the role as an identity crisis in the ways typically described and assumed by higher educational leadership scholars. Instead, they drew upon their well-established academic identities and, in keeping with the nascent research on academic identity work, were intentional in their efforts to maintain their academic identities.

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Section: Details Of the Research Methodsmentioning

confidence: 99%

It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity

Stovin

2023

CJHE

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“…Drawing has also been used by social researchers as part of theoretical and methodological development. Ellis et al, (2012), used drawings prior to research interviews to reframe and restructure questions, which also helped participants recall past events and identify central ideas of their experience. Causey (2017) has also suggested the importance of ethnographic researchers "learning to see by drawing what they see" (p. 12) and not depending solely on photographs to depict settings and participants.…”

Section: Line Creation In Prehistory and Contemporary Use In Cognitiv...mentioning

confidence: 99%

Talking Lines: A Research Protocol Integrating Verbal and Visual Narratives to Understand the Experiences of People Affected by Rarer Forms of Dementia

Camic

Rossi-Harries

Harding

et al. 2023

International Journal of Qualitative Methods

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People affected by rarer forms of dementia often have a long and difficult experience obtaining a diagnosis and appropriate support, impacting family, employment and social relationships, quality of life and wellbeing. For this population progressive cognitive symptoms affect skills other than memory and disproportionately occur under the age of 65 years, often resulting in misdiagnosis and lack of appropriate care pathways. The objective of this study will be to better understand the subjective experience of the time period from first noticing symptoms to obtaining a formal diagnosis, through to accessing support, and onward to the present time. Through the concurrent use of line drawings and video-recorded interviews we will collect the stories of people living with different rarer dementias and/or family members who are care partners in Canada and the United Kingdom. Narrative and visual analysis will be used in parallel to methodologically explore how line drawing and verbal discourse interact and inform each other to construct knowledge, and how the use of drawing lines might enrich research interviews and increase accessibility of research participation. This novel research approach may also have implications for clinical interviewing, support services, and public engagement. To the best of our knowledge, this is the first study to retrospectively explore over time the experiences of people affected by rarer forms of dementia from initial symptoms—to diagnosis—to accessing support—to the present, using visual and verbal methodologies.

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“…Culture structures the environment for development. Human Development, 45(4), 270-274. http://doi.org/10.1159/000064988 Notes 1 This paper draws on research by Janine Tine which was supported by the Social Sciences and Humanities Research Council.2 The term "the child" is employed for ease of use while acknowledging that in constructing understandings of the child there are "many children and many childhoods"(Dahlberg et al, 2013, p. 46).3 For research on using PIAs, seeEllis, 2006;Ellis, Amjad, & Deng, 2011;Ellis, Janjic-Watrich et al, 2011;Ellis et al, 2013;Friesen & Ellis, 2016.Janine Tine is a recent PhD graduate from the Department of Elementary Education, University of Alberta. Her research interests include intercultural marriage and parenting, parental understandings of bicultural children, and Indigenous conceptions of childhood.Julia Ellis is Professor Emerita, Faculty of Education, College of Humanities & Social Sciences, University of Alberta.…”

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confidence: 99%

Researching Understandings of the Child in Intercultural Marriages: Trying Out a Hermeneutic Interview Protocol

Tine,

Ellis

2022

AJER

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In interpretive inquiry, researchers need interviewing approaches that will create possibilities for insight and holistic understanding. A hermeneutic interview protocol was developed and refined over a number of years in the context of an interpretive inquiry course. In this study, one of the authors examines her experience with using this interview framework in a practice inquiry for her research on “understandings of the child” in intercultural marriages. The study identifies the misgivings and doubts she experienced before and during the interview. It also illustrates how the structure of the interview supported the interview participant in reflecting upon and reconstructing his experience and supported the researcher in accomplishing a fusion of horizons. The interview framework invited stories from different important contexts and having stories from across time, place, and activity enabled the researcher to identify themes. Clarity about themes meant that important stories could be interpreted with more confidence. Keywords: hermeneutics; pre-interview activities; case studies; interpretive inquiry; open-ended interview questions Dans le cadre d'une enquête interprétative, les chercheurs ont besoin d'approches aux entrevues qui créent des possibilités de compréhension holistique et de vision. Un protocole d'entrevue herméneutique a été développé et affiné pendant plusieurs années dans le contexte d'un cours sur l'enquête interprétative. Dans cette étude, l'une des auteures examine son expérience de l'utilisation de ce cadre d'entrevue dans une enquête pratique pour sa recherche sur les "conceptions de l'enfant" dans les mariages interculturels. L'étude identifie les réticences et les doutes qu'elle a éprouvés avant et pendant l'entrevue. L’étude illustre également dans quelle mesure la structure de l'entrevue a aidé le participant à réfléchir et à reconstruire son expérience et a aidé la chercheure à réaliser une fusion des horizons. Le cadre de l'entrevue invitait à raconter des histoires provenant de différents contextes importants et le fait d'avoir des histoires à travers le temps, le lieu et l'activité a permis à la chercheure d'identifier des thèmes. La précision des thèmes a permis d'interpréter les histoires importantes avec plus de confiance. Mots clés : herméneutique ; activités de pré-entrevue ; études de cas ; enquête interprétative ; questions d'entrevue ouvertes

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Draw me a picture, tell me a story: Evoking memory and supporting analysis through pre-interview drawing activities

Cited by 10 publications

References 7 publications

It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity

It “Made Me Who I Am”: Using Interpretive and Narrative Research to Develop a Model for Understanding Associate Deans’ Application and Development of Academic Identity

Talking Lines: A Research Protocol Integrating Verbal and Visual Narratives to Understand the Experiences of People Affected by Rarer Forms of Dementia

Researching Understandings of the Child in Intercultural Marriages: Trying Out a Hermeneutic Interview Protocol

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