Chapter 7 Complexity, Negotiations, and Processes
A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University
In: Critical Reflection on Research in Teaching and LearningSearch for other papers by Henriette Tolstrup Holmegaard in
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Abstract
The chapter argues how longitudinal, qualitative methods respond to the criticism of the qualitative interview as being unable to capture the complexity of life. The method enhances our knowledge of the complexity, negotiations, and processes played out over time and enables researchers to avoid the reduction of the participant or the cultural context of the interview. The chapter introduces the origin of longitudinal interviews in general and the application in science education research in particular. Longitudinal methods can be allied to various theoretical positions. The chapter provides an example by analyzing the knowledge interests pursued by a narrative longitudinal approach. The chapter further shares practical advice on how to plan and carry out the interviews, and how to approach the relationship of the interviewer and the participant developed over time. Finally, limitations of the method are discussed. The narrative longitudinal approach presumes a participant being able to accumulate narratives, and thus prevents narratives of vulnerability, feeling disadvantaged, or being introverted. Therefore, the chapter provides tools, which can be combined with the narrative longitudinal interview, in order to support and facilitate the interview dialogue. The chapter ends with a discussion of the knowledge accessed through a longitudinal, narrative lens.