Taula de síntesi dels resultats

Interviews are commonly used within the social sciences and in most cases, they allow the researcher to explain the research criteria in detail, whilst building a rapport with the participant at the beginning of the interview (Bryman, 2008). This may increase a sense of openness between the interviewer and the interviewee and encourage self-reflection on the part of the participant. As part of the

interview process, my aim was to encourage the participants to relate their story in an unconstrained way as it ‘unfold[ed] over time’ (Cresswell, 2007:43). Merrill and West (2002:1) point out:

Biographical research methods offer rich insights into the dynamic interplay of individuals and history, inner and outer worlds, self and other.

With this in mind, whilst listening to the participants narratives I also considered that it was as important to be ‘alert to the stories not told as to those that are’ (Clandinin and Connelly, 2000:110).

Holliday and West (2010:np) argue:

The aim is to rebuild replicability and reliability into the process, and to minimise researcher bias: the nature of the narrative would, or should be, more or less similar regardless of the interviewer.

97 Holliday and West (2010:np) suggest that,

Some researchers, in the interests of being more scientific and objective, initially ask a person to tell their life story – and nothing else…

However, the life history interviews that were undertaken for this research were intentionally focused on the participants’ previous educational experiences. These participants have, as it were, other lives, as mothers, fathers, sons and daughters, brothers and sisters, grandparents, lovers and friends, football supporters, readers and a host of people who also have other past lives that intersect with the life story that was told to me. My aim as a researcher was to gain insight into my

participants lives and with this in mind, my prime aim was ‘to build rapport, to minimise anxiety and build confidence; to create, in other words, a ‘good enough’ space for more open, honest and creative storytelling’ (Holliday and West,

2010:np).

Cohen and Manion (1989:37) argue that life history interviews should be

conducted in private to minimise any perceived effect of ‘power’. Therefore, during my initial discussion with the participating institution (gatekeeper), I negotiated the use of a tutorial room for the interviews. The tutorial room that was allocated for my use was in the FE section of the institution rather than the HE area, which enabled me to conduct the interviews with an element of privacy. The aim was to win the trust of the participants as well as to promote a sense of safety. It also minimised any possible interruptions and/or distractions (Howitt and Cramer, 2008).

At the beginning of each interview, I ensured that each participant was at ease with the use of a digital recorder. I used a battery-operated digital recorder, which allowed me to give my full attention to each participant; it also minimised any loss of participant data. The usefulness of this procedure is that it allowed me to make field notes where I considered it appropriate. Denscombe (1999) says that

although some participants may initially register their discomfort at the use of a digital recorder, many tend to ignore or forget its presence once the interview process has commenced. When given the option, none of the participants

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participant, Zoe, said, ‘is that a recorder? Last time I used one of those it was as big as a house brick’.

The interviews themselves were informal, varied and yet simple. They were minimally structured to encourage frank and open responses from the participant. They were more like ‘informal conversation type encounters’ (Goodson and Sikes, 2001:28) as I wanted the participants to feel relaxed throughout the interview process. I tried to follow a consistent open-line of questioning throughout the interview process, while trying to make sure that I did not lead the participant with any pre-set questions (Burton and Bartlett 2009:86). Cohen and Manion

(1989:119) argue that this approach allows the participant to discuss their experiences openly with a degree of accuracy. As each interview appeared to come to a natural conclusion, I considered it important to ask whether the participant would like to discuss anything further. I felt that this not only elicited further information from the participant, but it also allowed them to contribute additional information if they so wished.

There were a few key issues that I tried to keep in mind whilst I was interviewing. In the first instance, I was conscious to use ‘appropriate language’ at intervals to indicate that I was listening. I was also aware of my own facial expressions and body language, ensuring that I used ‘appropriate eye contact’ and body language, adopting an ‘open rather than closed’ position throughout the interview (Burton and Bartlett 2009:87).

Cresswell (2007:131) suggests that during an ethnographic study, the researcher ‘collects descriptions of behaviour’, and although this research study was not conducted as an ethnographic study, as previously mentioned, I found the use of a notebook an essential alternative form of recording data whilst the life history interview was taking place. I used this notebook for field notes, line drawings and doodles that I considered relevant to the participant’s life history interview. These notes reminded me of things I had observed throughout the interview, such as the participants’ facial expressions, body language and changes in the tone of their voice. Denscombe (2014) points out that ‘you should not confine your notes to things that were written down during the interview’. Facial expressions and body language convey visual information to even the casual observer; for example,

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many of us make gestures with our hands and as we speak our arms and legs may also show emotions, as do the movements that we make with our shoulders. I therefore devised a series of predetermined symbols, letters or line drawings to record such details in my notebook of participants’ facial expressions as well as their body language whilst they conveyed their life histories. This was a technique that I had used previously when interviewing and felt that it was an asset,

because, in this instance, it meant that my hand-written notes were anonymous and yet almost as effective as the digital recordings.