By Tracey Ollis (auth.)
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Extra resources for A Critical Pedagogy of Embodied Education: Learning to Become an Activist
More specific questions related to activists’ learning practices were included later. But the point initially was to obtain a biographical account of their activism. The first transcript was examined with my supervisors. Together, we analyzed the semistructured interview process and checked whether or not the indicative questions had been able to obtain sufficiently rich data. Some minor adaptations were made after evaluating the pilot. During the in-depth interviews, activists entrusted me with quite detailed information about their lives and I felt very privileged to be given access to often deeply personal accounts of their learning and emotional agency, and the passion and commitment behind their desire for struggle and resistance.
When particular cases were used in the research process or in journal articles, the article or conference presentation was sent to the activists beforehand, as a matter of courtesy. I was rarely asked to change anything in the transcriptions—occasionally a name, or an event, or place, but rarely any of the content of activists’ stories. An ethical framework based on respect was applied in all of the dealings with the data, from simple issues such as storage of the data to larger issues of publishing a refereed article.
However, to varying degrees, these meanings are created, recreated and transformed during an in-depth interview. Part of the pleasure of doing in-depth interviews is participating in the process of people trying to make sense of their lives. (p. 55) I have learned a great deal from this research process. 1). In 32 A Critical Pedagogy of Embodied Education his (1999) anthology of case studies, The Weight of the World, where he uses the narratives of individual people to illustrate social issues of the current day in France, Bourdieu is sensitive in situating people’s realities within the context of their social world.