Welcoming Dialogue- Positioning students as stakeholders in the research interview. Ms Fiona Trapani and Dr Christine Redman

Overview of presentation Introduction- Why and how a researcher can utilise a PMMM* as a “Welcome dialogue” opportunity Theoretical frame - meaning making Outline of Method- relationship dynamic Elsa case study- example of relationship building Conclusion- Welcoming Dialogue- as a Method *PMMM: Personal Meaning Making Map (Falk et al 1997)

Introduction – (why and how) Problem, ideas and aims PhD Research - Important to me Why should the students in my sample care? - The need to honour stakeholders Shared data, Shared story, Shared ownership - conjointly constructed narrative around learning through “passion projects”. Ethics- Pairs of students, time, consent Building relationships -visiting researcher- becomes an insider perspective. PhD is exploring students’ perceptions of their learning in creative & contemporary contexts? (Passion Project- student inquiry) Start with a picture…

Methodological frame- Roberts’ (1996) triangle

Literature- underpinning methodology Agency (Giddens, 1993) –‘Me’ as researcher –Students as stakeholders – sharing their experiences and ideas around learning. Identity (Linehan & McCarthy 2000) –Initial perception of ‘Adult’ and ‘child’ –Shift focus to empower child. Rights and Duties (Redman & Rodrigues, 2008) –Ethics- Clearly outlines ‘non-negotiable –Researcher as ‘supportive outsider’

Literature- underpinning methodology Story lines and positioning theory (Harre & Van Langenhove, 1996) –Conversation as narrative- dialogical construction of meaning- “Do and Say” Cover, Secret and Sacred stories (Clandinin and Connelly, 1996) –Building relationships to generate data that gives more than a cover story.

Methodology- creating a safe place Exploring student’s perception of learning in ‘passion project’. 2 Interviews - PMMM* focused, student directed a)Discussion and drawing PMMM (Falk et al, 1997), with reflection on PMMM. b)2 or more weeks later: Semi-Structured Interview, reflecting on PMMM. c)Students choose Pseudonym d)Students have ‘right of reply’ to examine and edit the transcripts. *PMMM: Personal Meaning Making Map (Falk et al 1997)

So what? Student perspective Data indicates that students enact their agency to show aspects of their identity. I made 2 additional visits to her school, at Elsa’s request, as she wanted to share her next pieces of work with me. Identity- PMMM clear student control, and identification that I am a supportive adult. Rights and duties- recognised, respected and developed.

So what?- researcher perspective The research interview is seeking to develop a dialogical relationship in a short time frame. “Welcoming Dialogue” encompasses: –Agency of researcher and student to co-author storylines. –Identity of researcher and student; be prepared to shift to share data, story and ownership. –Rights and Duties may shift- don’t fear this ‘unknown’ - be mindful of ethics (Rachael’s caution yesterday).

Methodological frame- Roberts’ (1996) triangle Conjointly constructed interview – Agency, Identity and Rights and Duties = strong narrative and story developed for further analysis

References Clandinin, D. J., & Connelly, F. M. (1996). Professional Knowledge Landscapes: Teacher Stories, Stories of Teachers, Schools Stories, Stories of Schools. Educational Researcher, 25(3), 24–30. Falk, J. H., Moussouri, T., & Coulson, D. (1997). The effect of Visotors’ agendas on Museum Learning. Curator, 41(2), 107–120. Giddens, A. (1993). New Rules of Sociological Method (2nd ed.). Stanford, California: Polity Press/Blackwell Publishers Ltd. Harre, R., & van Langenhove, L. (1999). Positioning Theory: moral contexts of intentional action. Oxford: Blackwell Publishers Ltd. Linehan, C., & McCarthy, J. (2000). Positioning in Practice: Understanding Participation in the Social World. Journal for the Theory of Social Behaviour, 30(4), 435–453. doi: / Redman, C., & Rodrigues, S. (2008). Researching the relationships in the Technologies of Self: Habitus and Capacities “Oughtness” influences discursive practices. In AARE 2008 International Education Research Conference, Brisbane, Australia. (pp. 1–10). Roberts, D. A. (1996). Dialogue Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities- A Response to Robert Orton *, 26(4), 417– 431.