Biografie w rozmowie. Narracyjno-dyskursywne podejście badawcze

Stephanie Taylor; Karen Littleton

doi:10.18778/1733-8069.6.2.05

Authors

Stephanie Taylor The Open University, Faculty of Social Sciences, Walton Hall, Milton Keynes, United Kingdom, MK7 6AA
Karen Littleton The Open University, Faculty of Education and Language studies, Walton Hall, Milton Keynes, MK7 6AA UK

DOI:

https://doi.org/10.18778/1733-8069.6.2.05

Keywords:

Narrative-discursive, Discursive Resources, Identity Trouble, Creative Identities, Novice Identities

Abstract

This paper demonstrates the contribution a synthetic narrative-discursive approach can make to understanding biographical work within a research interview. Our focus is on biographical work as part of the ongoing, interactive process through which identities are taken up. This is of particular interest for people who, for example, are entering a new career and can be seen as 'novices' in the sense that they are constructing and claiming a new identity. Following a discussion of the theoretical and methodological background in narrative, discourse analytic and discursive work in social psychology (e.g. Bruner, 1990; Edley, 2001; Potter and Wetherell, 1987; Wetherell, 1998), the paper presents an analysis of biographical talk from an interview study with postgraduate Art and Design students. Our interest is in their identity work, including biographical work, as novices in their fields. The analysis illustrates the approach and the key analytic concepts of, first, shared discursive resources, such as interpretative repertoires (e.g. Edley 2001) and canonical narratives (e.g. Bruner 1991), and, secondly, troubled identities (e.g. Wetherell and Edley, 1998; Taylor 2005a) . It shows how speakers' biographical accounts are shaped and constrained by the meanings which prevail within the larger society. For our participants, these include established understandings of the nature and origins of an artistic or creative identity, and the biographical trajectory associated with it. The particular focus of our approach is on how, in a speaker's reflexive work to construct a biographical narrative, the versions produced in previous tellings become a constraint and a source of continuity.

Author Biographies

Stephanie Taylor, The Open University, Faculty of Social Sciences, Walton Hall, Milton Keynes, United Kingdom, MK7 6AA

Stephanie Taylor, PhD Senior Lecturer na Wydziale Nauk Społecznych Open University w Wielkiej Brytanii. Jej publikacje koncentrują się wokół metod badań społecznych, głównie metod analizy danych jakościowych oraz psychologii społecznej. Jej ostatnie projekty badawcze dotyczą zagadnień tożsamosci. Współpracuje z Karen Littleton przy projekcie badawczym Creative Journeys, dotyczącym zagadnień pracy nad tożsamością ‘nowicjuszy’ angażujących się w działalność artystyczną.
Karen Littleton, The Open University, Faculty of Education and Language studies, Walton Hall, Milton Keynes, MK7 6AA UK

Karen Littleton, PhD Senior Lecturer w Educational Dialogue Research Unit na Open University w Wielkiej Brytanii. Jej zainteresowania naukowe dotyczą psychologii edukacji. Jest współredaktorką tomów: Learning with computers (1999) współnie z Paul’em Light’em; Rethinking collaborative learning (2000) z Richard’em Joiner’em, Dorothy Faulkner i Dorothy Miell; Learning to collaborate, collaborating to learn z Dorothy Miell i Dorothy Faulkner (2004) oraz Creative Collaborations (2004) z Dorothy Miell. Jest współautorką, z Paul’em Light’em, książki Social processes in children's learning (1999). W latach 1994-99 pełniła funkcję senior scientist w programie 'Learning in Humans and Machines' prowadzonym w European Science Foundation. Obecnie pełni funkcję redaktora prowadzącego międzynarodowej serii wydawniczej Advances in Learning and Instruction.

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