In this article, we explore the methodological possibilities of dual observation and 'inter-reflexive' interpretation as we have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. Our intent here is to understand the ways in which our particular historical, social and cultural perspectives lead us to partial yet complementary sensings, seeings, hearings and feelings in this setting, and the ramifications of this for the interpretations we bring to observational data, and the subsequent development of interpretive narrative accounts. Through an analysis of our respective narrative accounts of our first observational encounter in the research setting, and subsequent 'inter-reflexive' interpretation, we seek to interrogate the ways in which a plausible, credible and believable narrative can be developed through the separate and joint analyses of storied reflexive observation.
|Number of pages
|International Journal of Qualitative Studies in Education
|Published - Jul 2009
- Ethnographic case study
- Reflexive observation