‘I like this interview; I get cakes and cats!’: the effect of prior relationships on interview talk. Garton, S. & Copland, F. Qualitative Research, 10(5):533–551, October, 2010. ![‘I like this interview; I get cakes and cats!’: the effect of prior relationships on interview talk [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Research interviews are a form of interaction jointly constructed by the interviewer and interviewee, what Silverman (2001: 104) calls ‘interview-as-local-accomplishment’. From this perspective, interviews are an interpretative practice in which what is said is inextricably tied to where it is said, how it is said and, importantly, to whom it is said (Holstein and Gubrium, 2004). The relationship between interviewer and interviewee, then, is fundamental in research interviews. But what happens when the relationship between interviewer and interviewee is not only that of researcher-informant but also involves other roles such as colleague and friend? In this article we will show how prior relationships are invoked and made relevant by both parties during educational research interviews and how these prior relationships therefore contribute to the ‘generation’ (Baker, 2004: 163) of interview data.
@article{garton_i_2010,
title = {‘{I} like this interview; {I} get cakes and cats!’: the effect of prior relationships on interview talk},
volume = {10},
issn = {1468-7941},
shorttitle = {‘{I} like this interview; {I} get cakes and cats!’},
url = {https://doi.org/10.1177/1468794110375231},
doi = {10.1177/1468794110375231},
abstract = {Research interviews are a form of interaction jointly constructed by the interviewer and interviewee, what Silverman (2001: 104) calls ‘interview-as-local-accomplishment’. From this perspective, interviews are an interpretative practice in which what is said is inextricably tied to where it is said, how it is said and, importantly, to whom it is said (Holstein and Gubrium, 2004). The relationship between interviewer and interviewee, then, is fundamental in research interviews. But what happens when the relationship between interviewer and interviewee is not only that of researcher-informant but also involves other roles such as colleague and friend? In this article we will show how prior relationships are invoked and made relevant by both parties during educational research interviews and how these prior relationships therefore contribute to the ‘generation’ (Baker, 2004: 163) of interview data.},
language = {en},
number = {5},
urldate = {2019-01-04},
journal = {Qualitative Research},
author = {Garton, Sue and Copland, Fiona},
month = oct,
year = {2010},
pages = {533--551},
}
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