research was through a multi-stage ethnography based on a series of walking interviews in Cork city, combined with photography of places that migrants called ‘home’. This method entailed long episodes of the researcher and the participant walking in the city of Cork, lasting between two and five hours. The walking method also included eating at a place that reminded participants of home. The participants were then invited for a second interview to discuss photos that they had to produce from their domestic spaces. This chapter is based on the data drawn from those
to mapping tools: http://hummedia.manchester.ac.uk/schools/soss/morgancentre/toolkits/2008-07-toolkit-participatory-map.pdf Practical guide to walking methods: https://www.bera.ac.uk/blog/walking-interviews-a-participatory-research-tool-with-legs Practical guide to digital tools: https://www.researchgate.net/publication/333641756_Doing_Digital_Methods If you are interested in knowing more about the arts-based approach to research, this is an essential text: Barone , T. and Eisner , E. ( 2011 ) Arts Based Research , London : Sage . This is a very
both through the rhythms of bodies in motion and through variations in the musicality of speech. Musicality freights words with a layer of meaning that is conveyed through its presentational symbolisation, which Langer ( 1990 [1942] ) refers to as the things that cannot be said and can only be shown. We have sought to understand what is happening in walking interviews at the level of the dyad or group (a group of three in this research) and what work walking together does for and on those who take part. We have asked how the data might be worked with in ways
everyday environments) and walking interviews. I draw some data from a larger project that used softGIS to study the ways the citizens used their urban environments for different outdoor activities. I aim to uncover the self-evident that seems to escape when we verbalise our experiences but which may be grasped by going back and forth from the respondent to his/her past and present everyday environments, both memorised and reactualised. After this brief introduction, the next section focuses on the promise of ‘geobiography’ as a concept, the third section on
outlines the particular socioeconomic character of this area in the context of a wider set of issues and policy impulses. It then discusses the method of walking interviews that was employed to engage with residents, of how residents guided researchers around local sites and scenes that are meaningful to them. The method was not employed in order to gather an exhaustive picture of cultural engagement; it was instead conceived as a means of ‘thinking with’ participants within a local landscape of social, material and religious relations that shape individual
well as family friends. While the research draws upon a deep and part situated relationship with the informants, the ‘story’ focuses on two research-framed events: a semi-structured interview in the informants’ home, and a guided tour or walking interview conducted in a local Pink & Knight development. The resulting data – clean verbatim transcript and field notes – were cross-examined in relation to a desktop contextual review and literature review undertaken at the time. In these terms, the individual story of my parents and their retirement lifestyle is situated
meanings to walking methodologies that are particularly suitable for the appreciation and analyses of the interrelations between biographies, space and time; and they remind us that both the researcher and participant is a moving, interactive, relational being connected to place and space in polysemic ways. Moreover, that how we understand time through forms of memory is key to life story research. The walking interview as biographical method (WIBM) ( O’Neill and Roberts 2019 ) is undertaken following a route chosen by the interviewee or co-walker. The WIBM affords the
with creative methods. These case studies cover walking interviews, drawing, dance, poetry through lectio divina, and hip hop to provide inspiration for approaching, identifying and working with the context in educational spaces. In presenting these case studies we invite you to consider different ways in which a context can be constructed about, for and with participants in education. We conclude the chapter by highlighting some ethical considerations that you need to think through with respect to context setting and identification. Introduction This chapter
possibilities’ ( Sandercock, 2000 , p 219), while raising a greater sense of ‘political consciousness’ that can contribute to increased levels of acceptance for others and greater equality ( Fainstein, 2005 , pp 15–16). Methodology In this chapter, I draw from semi-structured and walking interviews that were conducted in 2019 during a period of fieldwork in Amman for my PhD research. My research examined the relationship between mobilising youth in urban politics and sustaining peace in the diverse city. The city of Amman was chosen as a case study considering its
Introduction ‘She walked’, remarked one volunteer room guide as we commenced our walking interview down the ‘perilous’ steps leading to the garden at Monk’s House, a National Trust house museum in East Sussex. That she was Virginia Woolf, who formerly lived in the house, and it was as though this volunteer room guide had known her. This chapter discusses volunteers’ affective responses to space, objects and atmosphere in the context of a writer’s house museum, and how they develop attachments to place, defined here as people’s affective bonds with a place
