Self-constuction Through Conversation and Narrative in Interviews

Abstract

This paper scrutinises the role of interviewing in educational research. In doing so, it discusses the use of this method within a particular context, that of a project whereby bilingual mothers and children were interviewed concerning their bilingualism. Interviewing as a process and as a product is considered, in that this project highlighted features of conversation and narrative. The dialogic nature of the interviews is addressed and their role in the performance and construction of the self is explored. In particular, it is noted that the interviewer and the interviewees were engaged in the mutual construction of meaning. It became evident that there are subtleties in the interview process which tend to be overlooked by many a commentator.