Reflexive advocacy: The role of the interviewer in presuppositional interviews in qualitative research
DOI:
https://doi.org/10.56433/jpaap.v12i1.596Keywords:
Presuppositional interview, qualitative research, trustworthiness, reflexivityAbstract
The presuppositional interview in qualitative research requires the researcher to be interviewed about their thoughts, assumptions, and presumptions about their research. Its purpose is to recognise the impact of our thoughts, feelings, and actions in the ways in which we, as the researcher, exists in the research process. In earlier papers, we have discussed the purpose of the presuppositional interview, however, there is little attention in the literature about the person who interviews the researcher about their research, the presuppositional interviewer. The purpose of this paper is to discuss this unique role because the function and conversational structure differs from other types of interviewing. We propose the role of the presuppositional interviewer role is a reflexive advocate, as their engagement is intentionally directed toward supporting the researcher to develop insights about themselves, in the context of their research. The interviewer has no part in the interpretation. Instead, they are engaging in an activity which promotes the need to support and celebrate curiosity, but that remains in the domain of the researcher. To achieve this, we discuss the role and purpose of the presuppositional interviewer and offer practical guidance as to how to interview with presuppositional purpose.
References
XXXX (2022). Being in the wood: Using a presuppositions interview in hermeneutic phenomenological research. Qualitative Research, 0(0). https://doi.org/10.1177/14687941211061055
Cope, D.G. (2014). Methods and meanings: credibility and trustworthiness of qualitative research. Oncol Nurs Forum, 41(1) pp.89-91. https://doi.org/10.1188/14.ONF.89-91
Crowther, S., Ironside, P.M., Spence, D.G., & Smythe, L. (2017). Crafting Stories in Hermeneutic Phenomenology Research: A Methodological Device. Qualitative Health Research, 27, pp.826 - 835. https://doi.org/10.1177/1049732316656161
Denzin, N.K and Y. S. Lincoln (Eds.) (2018). Handbook of qualitative research (pp. 105–117). Sage Publications, Inc.
Dewey, J. (1938). Experience and Education. Toronto: Collier-MacMillan Canada Ltd.
Martinovic, D. McGinn, M.K. McQuirter Scott, R. Obradović-Ratković, S (2022). Conceptualising Generous Scholarship. Journal of Perspectives in Allied Academic Practice. 10 (1), pp. 42-53. https://doi.org/10.56433/jpaap.v10i1.494
XXXX., (2020). Working with Me: Revisiting the Tutorial as Academic Care. Frontiers in Education, 5 (105), pp. 1-7. https://doi.org/10.3389/feduc.2020.00105
Evans, K. R., & Gilbert, M. C. (2005). An introduction to integrative psychotherapy. Basingstoke, UK: Palgrave Macmillan.
Finlay, L. (2002a). “Outing” the researcher: The provenance, principles and practice of reflexivity. Qualitative Health Research, 12(3), 531-545. https://doi.org/10.1177/104973202129120052
Finlay, L. (2002b). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230. https://doi.org/10.1177/146879410200200205
Finlay, L., (2009). Ambiguous encounters: A relational approach to phenomenological research. Indo-Pacific Journal of Phenomenology, (9)1, pp 1-17. https://doi.org/10.1080/20797222.2009.11433983
Finlay, L., (2003). Phenomenology for therapists: Researching the lived world, Wiley-Blackwell.
Freeman, M. (2021). Five Threats to Phenomenology’s Distinctiveness. Qualitative Inquiry, 27(2), 276–282. https://doi.org/10.1177/1077800420912799
Di Cesare, D. (2012) Gadamer: A Philosophical Portrait (N. Keane, Trans.). Bloomington: Indiana University Press.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. Lincoln (Eds.) (2018), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
Halling, S. (2009). Intimacy, Transcendence and Psychology. New York: Palgrave Macmillan.
Halling, S., Lilleleht, E., Krycka, K. C., & Sayre, G. (2020). Vital Researcher Conversations: Pivoting Past Impasses in Qualitative Research. Journal of Humanistic Psychology, 60(6), 889–907. https://doi.org/10.1177/0022167817722020
Heidegger, M. (1927). [2010]. Being and Time (J. Stambaugh Translation). Albany, NY: State University of New York Press.
Knowles, S.S. (2017). Communities practising generous scholarship: Cultures of collegiality in academic writing retreats’ in McDonald, J and Cater-Steel, A (eds), Implementing communities of practice in higher education (pp 53–80). Springer.
Kvale, S. and Brinkmann, S. (2009). InterViews: Learning the Craft of Qualitative Research Interviewing. Thousand Oaks: Sage Publications.
Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic inquiry. California: Sage Publications.
Polit, D.F. and Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.
Rogers, C.R. (1951). Client-centered Therapy. Boston: Houghton Mifflin.
Rogers, C. R. & Freiberg, H. J. (1994). Freedom to learn (3rd ed.). Merrill/Macmillan College Publishing Co.
Rolls, L. and Relf, M. (2006). Bracketing interviews: addressing methodological challenges in qualitative interviewing in bereavement and palliative care. Mortality, 11(3): 286–305. https://doi.org/10.1080/13576270600774893
Spence, D.G. (2017). Supervising for robust hermeneutic phenomenology: reflexive engagement within horizons of understanding. Qualitative Health Research, 27(6): 836-842. https://doi.org/10.1177/1049732316637824
XXXX (in Press). The presuppositional interview as a means of transparent reflexive practice in grounded theory. Methodological Innovations. https://doi.org/10.1177/20597991231212236
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Sally Goldspink, Nieky van Veggel, Hilary Engward
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
