2,824
Views
4
CrossRef citations to date
0
Altmetric
Articles

Difficult questions of difficult questions: the role of the researcher and transcription styles

Pages 143-157 | Received 14 Apr 2016, Accepted 22 Jul 2017, Published online: 26 Sep 2017

References

  • Ashmore, M., & Reed, D. (2000). Innocence and nostalgia in conversation analysis: The dynamic relations of tape and transcript. Forum Qualitative Sozialforschung [Forum: Qualitative Social Research], 1(3). Art. 3. ( n.p.).
  • Bird, C. M. (2005). How i stopped dreading and learned to love transcription. Qualitative Inquiry, 11, 226–248.10.1177/1077800404273413
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.10.1191/1478088706qp063oa
  • Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education, 22, 675–689.10.1016/j.tate.2006.03.006
  • Brownlow, S., Rosamond, J. A., & Parker, J. A. (2003). Gender-linked linguistic behavior in television interviews. Sex Roles, 49, 121–132.10.1023/A:1024404812972
  • Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32, 1439–1465.10.1016/S0378-2166(99)00094-6
  • Bucholtz, M. (2007). Variation in transcription. Discourse Studies, 9, 784–808.10.1177/1461445607082580
  • Burdick, M. (2011). Researcher and teacher-participant found poetry: Collaboration in poetic transcription. International Journal of Education & the Arts, 12(SI 1.10), 1–18.
  • Clark, H. H., & Fox Tree, J. E. (2002). Using uh and um in spontaneous speaking. Cognition, 84, 73–111.10.1016/S0010-0277(02)00017-3
  • Corley, M., & Stewart, O. W. (2008). Hesitation disfluencies in spontaneous speech: The meaning of um. Language and Linguistics Compass, 2, 589–602.10.1111/lnco.2008.2.issue-4
  • Davidson, C. (2009). Transcription: Imperatives for qualitative research. International Journal of Qualitative Methods, 8, 35–52.10.1177/160940690900800206
  • Denzin, N. K. (1995). The experiential text and the limits of visual understanding. Educational Theory, 45, 7–18.10.1111/edth.1995.45.issue-1
  • Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2007). Doing sensitive research: What challenges do qualitative researchers face? Qualitative Research, 7, 327–353.10.1177/1468794107078515
  • Downs, Y. (2010). Transcription tales or let not love's labour be lost. International Journal of Research & Method in Education, 33, 101–112.10.1080/17437271003597600
  • Dressler, R. A., & Kreuz, R. J. (2000). Transcribing oral discourse: A survey and a model system. Discourse Processes, 29, 25–36.10.1207/S15326950dp2901_2
  • Duranti, A. (2006). Transcripts, like shadows on a wall. Mind, Culture, and Activity, 13, 301–310.10.1207/s15327884mca1304_3
  • Ellis, C. (2007). Telling secrets, revealing lives. Qualitative Inquiry, 13, 3–29.10.1177/1077800406294947
  • Enosh, G., & Buchbinder, E. (2005). The interactive construction of narrative styles in sensitive interviews: The case of domestic violence research. Qualitative Inquiry, 11, 588–617.10.1177/1077800405275054
  • Epstein, D., & Johnson, R. (1998). Schooling sexualities. Buckingham: Open University Press.
  • Ferfolja, T. (2014). Reframing queer teacher subjects: Neither in nor out but present. In E. M. Gray & A. Harris (Eds.), Queer Teachers, Identity and Performativity (pp. 29–44). Basingstoke: Palgrave Macmillan.
  • Frost, N. (2009). ‘Do you know what I mean?’: The use of a pluralistic narrative analysis approach in the interpretation of an interview. Qualitative Research, 9, 9–29.10.1177/1468794108094867
  • Frost, N. (2016). Practising research: Why you’re always part of the research process even when you think you’re not. London: Palgrave MacMillan.
  • Gasson, N. R., Sanderson, L. J., Burnett, G., & van der Meer, J. (2015). ‘It’s all he’s going to say’: Using poetic transcription to explore students’ mainstream and residential school experiences. Disability & Society, 30, 731–742.10.1080/09687599.2015.1021762
  • Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription. Qualitative Inquiry, 3, 202–221.10.1177/107780049700300204
  • Gray, E. M. (2014). LGBTQ teachers and the location of difference in english schools. In E. M. Gray & A. Harris (Eds.), Queer Teachers, Identity and Performativity, 75–89. Basingstoke: Palgrave Macmillan.
  • Guba, E., & Lincoln, Y. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed.). (pp. 191–216). Thousand Oaks, CA: Sage.
  • Gubrium, E., & Koro-Ljungberg, M. (2005). Contending with border making in the social constructionist interview. Qualitative Inquiry, 11, 689–715.
  • Halcomb, E. J., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19, 38–42.10.1016/j.apnr.2005.06.001
  • Hammersley, M. (2010). Reproducing or constructing? Some questions about transcription in social research. Qualitative Research, 10, 553–569.10.1177/1468794110375230
  • Harris, A., & Jones, T. (2014). Trans* teachers and the failure of visibility. In E. M. Gray & A. Harris (Eds.), Queer Teachers, Identity and Performativity, 11–28. Basingstoke: Palgrave Macmillan.
  • Henderson, H. (2014). The teachable moment as a performance of professionalism: Exploring teacher identity in the management of equality and diversity issues in the English classroom ( Unpublished MRes assignment). CDR, London.
  • Henderson, E. F. (2015). Gender pedagogy: Teaching, learning and tracing gender in higher education. Basingstoke: Palgrave Macmillan.
  • Hollway, W., & Jefferson, T. (2013). Doing qualitative research differently: A psychosocial approach (2nd ed.). London: Sage.10.4135/9781526402233
  • Huddleston, A. P. (2012). Understanding responses to high school exit exams in literacy: A Bourdieusian analysis of poetic transcriptions. Journal of Adolescent & Adult Literacy, 55, 734–744.10.1002/JAAL.00088
  • Jackson, A. Y., & Mazzei, L. A. (2009). Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research. London: Routledge.
  • Jaffe, A. (2007). Variability in transcription and the complexities of representation, authority and voice. Discourse Studies, 9, 831–836.10.1177/1461445607082584
  • Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Lapadat, J. C. (2000). Problematizing transcription: Purpose, paradigm and quality. International Journal of Social Research Methodology, 3, 203–219.10.1080/13645570050083698
  • Lapadat, J. C., & Lindsay, A. C. (1999). Transcription in research and practice: From standardization of technique to interpretive positionings. Qualitative Inquiry, 5, 64–86.10.1177/107780049900500104
  • Lapping, C. (2008). The ethics of interpretation: The signifying chain from field to analysis. Discourse: Studies in the Cultural Politics of Education, 29, 69–83.
  • Luschen, K. V., & Bogad, L. (2003). Bodies that matter: Transgenderism, innocence and the politics of ‘unprofessional’ pedagogy. Sex Education, 3, 145–155.10.1080/14681810309036
  • Malone, S. (2003). Ethics at home: Informed consent in your own backyard. International Journal of Qualitative Studies in Education, 16, 797–815.10.1080/09518390310001632153
  • Mazzei, L. A. (2007). Inhabited silence in qualitative research: Putting poststructural theory to work. New York, NY: Peter Lang.
  • Mazzei, L. A., & Jackson, A. Y. (2012). Complicating voice in a refusal to “let participants speak for themselves”. Qualitative Inquiry, 18, 745–751.10.1177/1077800412453017
  • Mishra Tarc, A. R. (2013). Wild reading: This madness to our method. International Journal of Qualitative Studies in Education, 26, 537–552.10.1080/09518398.2013.786842
  • Myers, G., & Lampropoulou, S. (2015). Laughter, non-seriousness and transitions in social research interview transcripts. Qualitative Research. Advance online publication. Retrieved from http://qrj.sagepub.com.ezproxyd.bham.ac.uk/content/early/2015/01/22/1468794114561346.full.pdf+html
  • Neary, A. (2013). Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools. British Journal of Sociology of Education, 34, 583–602.
  • Nixon, D., & Givens, L. (2004). ‘Miss, you’re so gay.’ Queer stories from trainee teachers. Sex Education, 4, 217–237.
  • Ochs, E. (1979). Transcription as theory. Developmental pragmatics, 10, 43–72.
  • O’Donoghue, D. (2013). ‘The otherness that implicates the self’: Towards an understanding of gendering from a theory of proximity. International Journal of Qualitative Studies in Education, 26, 400–413.
  • Oliver, D. G., Serovich, J. M., & Mason, T. L. (2005). Constraints and opportunities with interview transcription: Towards reflection in qualitative research. Social Forces, 84, 1273–1289.10.1353/sof.2006.0023
  • Pillow, W. S. (1997). Exposed methodology: The body as a deconstructive practice. International Journal of Qualitative Studies in Education, 10, 349–363.10.1080/095183997237160
  • Pillow, W. S. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16, 175–196.10.1080/0951839032000060635
  • Reilly, R. C. (2011). “We Knew Her . . .” Murder in a small town: A hybrid work in three voices. Qualitative Inquiry, 17, 599–601.10.1177/1077800411413997
  • Rowe, A. (2014). Situating the self in prison research. Qualitative Inquiry, 20, 404–416.10.1177/1077800413515830
  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696–735.10.1353/lan.1974.0010
  • Scott, S., Hinton-Smith, T., Härmä, V., & Broome, K. (2012). The reluctant researcher: Shyness in the field. Qualitative Research, 12, 715–734.10.1177/1468794112439015
  • Sedgwick, E. K. (2008). Epistemology of the closet (Updated ed.). Berkeley: University of California Press.
  • Slembrouck, S. (2007). Transcription — The extended directions of data histories: A response to M. Bucholtz’s ‘Variation in Transcription’. Discourse Studies, 9, 822–827.10.1177/1461445607082582
  • Talburt, S. (1999). Open secrets and problems of queer ethnography readings from a religious studies classroom. International Journal of Qualitative Studies in Education, 12, 525–539.
  • Tanggaard, L. (2009). The research interview as a dialogical context for the production of social life and personal narratives. Qualitative Inquiry, 15, 1498–1515.
  • Tilley, S. A. (2003). “Challenging” research practices: Turning a critical lens on the work of transcription. Qualitative Inquiry, 9, 750–773.10.1177/1077800403255296
  • Ward, A. (2011). “Bringing the message forward”: Using poetic re-presentation to solve research dilemmas. Qualitative Inquiry, 17, 355–363.10.1177/1077800411401198
  • Watson, C. (2006). Unreliable narrators? ‘Inconsistency’ (and some inconstancy) in interviews. Qualitative Research, 6, 367–384.
  • Wellard, S., & McKenna, L. (2001). Turning tapes into text: Issues surrounding the transcription of interviews. Contemporary Nurse, 11, 180–186.10.5172/conu.11.2-3.180
  • Youdell, D. (2005). Sex-gender-sexuality: How sex, gender and sexuality constellations are constituted in secondary schools. Gender and Education, 17, 249–270.10.1080/09540250500145148
  • Youdell, D. (2010). Queer outings: Uncomfortable stories about the subjects of post-structural school ethnography. International Journal of Qualitative Studies in Education, 23, 87–100.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.