By Katarina Ayton.
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Extra info for An ordinary school child : agency and authority in children's schooling
The duration of each interview varied depending on how talkative the children were, and whether they were keen to spend part of their break time outside. Generally they lasted between 15 and 25 minutes. The teacher and the assistant were also interviewed, and these interviews were of a longer duration. When returning to the class in their last month of Year 6 I again conducted interviews with the children and the teacher. Having found that some children disclosed more private information than appropriate during group interviews, as well as some children exposing their vulnerability in relation to the other children, they were now interviewed individually.
At lunch we would usually sit together, and if I were behind her in line I would find that she was keeping a place for me at the table. By November I was worried about this and tried to avoid Olivia at times, but it became obvious that this hurt her as I made her feel rejected. Instead I tried to be a proper friend according to the codes I seemed to discern, but at the 25 Although we did not have designated seats at lunch we had certain tables we were allowed to sit at. One of the tables was more popular, as it was smaller and stood next to the window.
This means that different types of data are accorded the same value in a study, as they may relate to different aspects of the field in question or provide different perspectives to the researcher’s questions. In this tradition where the ‘field’ of fieldwork does not exist independently of the researcher, but is produced in conjunction with the researcher, it does not mean, “that there are no social beings or social acts independent of [the researcher’s] observations. ” (Atkinson 1992:9). But the ‘field’ of fieldwork is produced through social transactions and, according to P.