Examined Lives: The Transformative Power of Active Interviewing in Narrative Research
Location
DeSantis Room 1047
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 4:00 PM
End Date
17-1-2020 4:20 PM
Abstract
An unexamined life is not worth living
Socrates (470-399 BC)
In this article we examine the transformative nature of active interviewing and non-verbal communication. Drawing on the first author’s experience interviewing positive veteran teachers about the relationships they believe to be vital in maintaining passion and enthusiasm for teaching, we explore the unique nature of narrative research to foster both participant and researcher transformation. The goal of our analysis is to highlight transformation in narrative research, with particular focus upon active interviewing and non-verbal communication. The article is constructed to demonstrate transformation in our thinking and understanding about the relational potential of narrative research in education; to highlight the value of active interviewing and non-verbal communication for establishing an environment of mutual trust, respect and potential transformation for interviewer and participant, including constructing and articulating stories about the lived experiences of positive veteran teachers; and, to consider the nature of ontological and epistemological frameworks for establishing respectful and ethical relationships between researcher and participants in narrative research.
Keywords
: non-verbal communication, active listening, active interviewing, transformation, narrative research, neo-positivism, ontology, and epistemology
Examined Lives: The Transformative Power of Active Interviewing in Narrative Research
DeSantis Room 1047
An unexamined life is not worth living
Socrates (470-399 BC)
In this article we examine the transformative nature of active interviewing and non-verbal communication. Drawing on the first author’s experience interviewing positive veteran teachers about the relationships they believe to be vital in maintaining passion and enthusiasm for teaching, we explore the unique nature of narrative research to foster both participant and researcher transformation. The goal of our analysis is to highlight transformation in narrative research, with particular focus upon active interviewing and non-verbal communication. The article is constructed to demonstrate transformation in our thinking and understanding about the relational potential of narrative research in education; to highlight the value of active interviewing and non-verbal communication for establishing an environment of mutual trust, respect and potential transformation for interviewer and participant, including constructing and articulating stories about the lived experiences of positive veteran teachers; and, to consider the nature of ontological and epistemological frameworks for establishing respectful and ethical relationships between researcher and participants in narrative research.