Dear Anneke,
Thanks for your inquiry.
Since your letter raises issues of a general nature, I’m taking the
liberty of circulating my reply (this email) to other members of the BNIM
e-list. If any of them feels like contributing to the discussion,. They may
write to you direct (preferably with a copy to the BNIM-list) so we can all
benefit.
Tom
24a PrincesAvenue
Muswell Hill
020-8883-9297
For a free copy of the current 'Short
Guide to BNIM (biographical narrative interpretive method) research
interviewing', please send me details of your institutional affiliation and for
what research or teaching purpose you might wish to use BNIM. I'll mail you a
copy right back.
From: Anneke Sools
[mailto:[log in to unmask]]
Sent: 23 February 2007 17:14
To: Tom Wengraf
Subject: news from the
Dear Tom,
Last year we had some exchange after some
questions from my students about BNIM. I started another 'empirical narrative
research' course this month at the University for Humanistics. There are six
very enthusiastic graduate students in my class. Maybe you remember an
introduction to BNIM-interviewing is part of the course. Again my students have
some questions, this time practical rather than ethical about
BNIM-interviewing. I hope it is okay to ask them. Since I am not a professional
BNIM-teacher I can only give them some partial answers, and I don't
want to give them wrong directions. So here are my very practical
questions.
- How many cue-words is 'normal' say in a five minute slot? one
student wrote down 10 cuewords in the first 5 minutes of the subsession. These
were all related to different topics, and not more than two words per topic,
which seems ok. I would say that too many cuewords (more than 20 or 30 in
total) would be unpractical. But it also depends on the interviewee I guess and
the richness of the account?
It all depends on what they perceive as “the same topic”.
You only need one or two cue-words per topic to ‘cue’ the informant
in subsession 2 back to the point they were at in subsession 1. If you cue the
same topic with too many words – like a short-hand typist – then this
will probably lead to worse results rather than better. It may be that your “one
student” is too microscopic a view of what a “topic” is best
construed as being. But without an English transcript, it’s impossible
for me to say.
- Some of the students have difficulty
recognising a PIN. I tell them about some characteristics like sequentiality,
concreteness and lifelikeness and the different textsorts. But what if a
person starts telling a more general yet detailed story like 'I always used to
do...' or 'everyday when I was a child...'?
I would say that this is getting at “description”
(sometimes called ‘condensed situation’). At this point, the
interviewee is giving a theory or a model of a ;’general repetition’
which he or she wants to think. ‘Ethnographic interviews’ of the
J.P. Spradley type go for this. Such ‘descriptions’ are a way of either
moving towards (or escaping from) the particular account of a particular
experience on a particular day (a PIN). As BNIM interviewers, they have to recognize
that they haven’t yet got a PIN and at least try to get at a particular
lived experience that the generality is about.
When is it enough PIN-like?
A PIN is an account of a particular incident as experienced
and recalled. You need to ask for “examples of any particular occasion”
that the generality is\ about. “I
did…he said.. I thought… I did…What happened next was….I
felt… I did” would suggest to
you that a particular incident is being recalled.
I suggest to them to keep pushing for
PIN's within the general story, but I am not sure. The problem with this and
the next question is, that it seems to imply another instance (yet not about
the content of the story but the form) of interpretation by the interviewer. i
can imagine the students feel uncertain about whether their attempts to get
PIN's are succesful and I feel uncertain as to whether my answer about the
characteristics will suffice and is in the spirit of BNIM.
I sympathise. If you/they read chapter 6 of my 2001
textbook and the relevant sections and Appendix 1 of the current version of the
‘Guide to BNIM’, it ought to be clearer. Failing that, Prue and I
are always happy to offer trainings and tasters….!
- When an interviewee keeps on talking in
an argumentative or reflexive mode, is it okay to interrupt and ask
for narrative? How strict does the
non-interrupt-rule apply in this case?
It depends on your research purpose. If you want to get at the best
account of their subjectivity, then don’t interrupt. If they’ve
been asked a narrative-pointed question, then much insight is gained by seeing
exactly how their non-narrative ‘argumentation/reflexivity’
operates and for how long, and what spontaneously they do next.
. The rule is that you have promised not to ’interrupt’
(see the precise formulation of the default SQUIN) so that when you do you have\
committed a technical error in BJNIM terms (you are interfering with rather
than allowing their unique response to unfold) and an ethical error (you have
broken the contract implied by the SQUIN). If you break the non-interruption
rule, you deprive yourself of insight and their expression of their gestalt has
been broken; you have shifted to an overtly-active and directive role, and the
remainder of the session cannot be interpreted well. It ceased to be a
free-associative interview at the point where you interrupted their ‘wandering
gestalt’…. and started a new type of interview2 with the same
person.
Last year's students were very excited
about the BNIM-interview. They are very much used to reflexive types of
research interviewing and have difficulty overcoming their anxiety about asking
for PIN's. But when they succeed they feel rewarded by the richness of the
material. I hope this year they will have the same experience. I will keep you
informed if you like.
I’m glad that they are getting good material, and sympathise with
their anxiety (and your’s) about whether they’re properly pushing
for PINs. As the ‘Guide to BNIM’ says, the responsibility of the
interviewer is to push for PINs, not to be successful in getting them.
Typically, subsession one might only generate two or three PINs; and even in
subsession 2, even if the questions\ are correctly narrative or PIN-pointed, more
than half the material is likely to be non-PIN. This is not a technical error;
it is a guide to how particular subjectivities work. The non-PIN material that
they insist on providing along with any PINs they may generate is just as important
as the PIN-material that they do generate.
Educated or defensive people mayl try to keep well away from recalling PINs.;
Other people tell a constant flow of equally-defensive and often well-rehearsed
PIN-type stories that ‘defend against’ thinking about the meaning
of the experiences they are apparently so free to tell. In the latter case, you
have asked for “the story of a set of events and experiences” and they
may insist on not thinking about the ‘whole story’ by drowning you
in inconsequential PINs.
Do keep us posted on how your students do, especially if any of your
students write in English! They can write to me for most recent versions of the
‘Guide to BNIM’.
Best wishes. Tom.
Best wishes,
Anneke
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