Source: http://www.qualitative-research.net/index.php/fqs/article/view/3032/4276
Timestamp: 2019-04-20 16:53:09+00:00

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Abstract: In this article, we examine a qualitative interview and analytical technique for exploring the influences of identities on an individual's experiences. The technique, pragmatic identity analysis (PIA), relies upon a collaborative, reflective, contextually oriented, and relational approach to interviewing. For the purposes of this technique, "identity" is understood as a unique collection of dynamic identities that manifest in diverse contexts. Through narrative dialogue the interview pair jointly reflects upon the identities of the interviewee. They then analyze how identities play a role in the individual's experiences and the formation of values, dispositions towards enacting values, and the sense of wellbeing in different contexts. To examine the efficacy of the technique we present a case study of a first year teacher's growing awareness of her identities and the influence of her identities on her transition to a teaching role.
There are two possibilities for the second step in the process.
The second step can help uncover an individual's identities at two points in time for deeper analysis. In the second step, the interviewer meets with the interviewee a second time, and discusses any of the interviewee's other thoughts or ideas about their identity. This step should take place after a few weeks, so that the collaborator can think about the prior interview. Providing a space to let the reflection of the first interview "sink-in" allows the interviewee to reconsider and come to new insights about themselves. The interviewee can then share these new insights with the interviewer to gain more depth. During this interview, the interview pair would also discuss any changes the interviewee experienced since they last met. This can help create a second identity profile at a different time and context to compare with the first identity profile. The interviewer would also ask follow-up questions from the first round of analysis.
Presented below are Daniela's two identity profiles. The first representation shows thirteen identities Daniela discussed relevant to her transition to teaching. She also discussed a number of other identities during the interview, but only the thirteen identities that played the most significant role in our discussion are included in the analysis.
We would like to thank the group of practitioners and researchers at Just Breathe and Learning to Breathe for their support of this endeavor and for working with us to test and develop the PIA technique. We also thank Kayla JOHNSON for her feedback and Mimi TSIRKIN for her assistance.
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Joseph LEVITAN is an assistant professor in the Department of Integrated Studies in Education at McGill University (Montreal, Canada). In his work, Joseph examines the intersections of education, identity, and social justice, working particularly with educational leaders and youth from marginalized communities. He focuses on collaborative methods for social justice work and organizational growth to foster high quality and responsive learning environments.
Julia MAHFOUZ is an assistant professor in the educational leadership program, Department of Leadership and Counseling at the University of Idaho (USA). Julia's research interests include exploring the social and emotional dynamics of educational settings and their effect on school climate. She has examined the influence of mindfulness-based professional development program (CARE) on the well-being and leadership of school administrators. She is particularly focused on applying this research to enhancing the principals' social-emotional competencies and their capacity to cultivate a supportive learning environment for improved student outcomes and over-all school improvement.
Deborah L. SCHUSSLER is an associate professor of educational leadership at Pennsylvania State University (USA). She explores how prospective educators acquire the necessary dispositions to meet the needs of all learners and investigates intervention programs that enhance teachers' and students' social-emotional competencies.
Levitan, Joseph; Mahfouz, Julia & Schussler, Deborah L. (2018). Pragmatic Identity Analysis as a Qualitative Interview Technique [52 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19(3), Art. 18, http://dx.doi.org/10.17169/fqs-19.3.3032.

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