Class Matters in the Interview Setting? Positionality, Situatedness and Class

Autor/inn/en	Mellor, Jody; Ingram, Nicola; Abrahams, Jessie; Beedell, Phoebe
Titel	Class Matters in the Interview Setting? Positionality, Situatedness and Class
Quelle	In: British Educational Research Journal, 40 (2014) 1, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3035
Schlagwörter	Social Class; Interviews; Working Class; Empathy; Researchers; Middle Class; Experience; Interpersonal Relationship; Reflection + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Interviewing; Interviewtechnik; Arbeiterklasse; Empathie; Researcher; Forscher; Mittelschicht; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer-participant dynamics. Despite--or perhaps due to--this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working-class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle- and working-class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working-class people's lives. We explore some of the complexities regarding the class-related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10