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Abstract
I developed a novel approach, a form of ‘impressionistic research’, during the Covid-19 pandemic to enable non-contact data collection and its ethical dissemination. During daily lengthy walks, I added material observed and overheard to that gleaned from personal contacts, practising a form of rural flâneurie. To ensure anonymity for my direct, but limited, sources, I then created composite fictionalised stories that demonstrate human adaptation and resourcefulness throughout the life course. Incidental learning is evident in these stories imagined but also in my researcher narrative as I was finding a new way of working when social distancing proscribed biographical interviews. Thus, this article describes a methodological innovation alongside the snapshots of life in lockdown in England.
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References
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References
Baudelaire, C. (1995). The painter of modern life. In The painter of modern life and other essays (J. Mayne, Ed. & Trans.). Phaidon. (1863, in French)
Coutu, W. (1951). Role-playing vs. role-taking: An appeal for clarification. American Sociological Review, 16(2), 180–187
Coverley, M. (2018). Psychogeography. Oldcastle Books. (Original work published 2006)
Eliot, T. S. (1922). The Waste Land. Part V: What the thunder said. https://www.poetryfoundation.org/poems/47311/the-waste-land
Elkin, L. (2017). Flanêuse: Women walk the city in Paris, New York, Tokyo, Venice and London. Vintage Publishing
Foley, G. (2004). Introduction: The state of adult education and learning. In G. Foley (Ed.) Dimensions of adult learning: Adult education and training in a global era. Open University Press
Gibson, W. (2020). Aesthetics, verisimilitude and user engagement: Reporting
findings through fictional accounts in qualitative inquiry. Qualitative Research, 1-17. htpps://doi.org/10.1177/1468794120925769
Gordon, A. (2008). Ghostly matters: Haunting and the sociological imagination. University of Minnesota Press
Kiesinger, C. (1998). Portrait of an anexoric life. In A. Banks & S. Banks (Eds.) Fiction and social research: By ice or fire (pp. 115-136). Altimira
Korczak, J. (2009). The child’s right to respect (E. P Kulawiec, Trans.) In Janusz Korczak: The child’s right to respect. Council of Europe. (pp.23-42) (Original work, Prawo dziecka do szacunku, published 1929)
Mezirow, J. (1975). Education for perspective transformation: Women’s reentry programs in community colleges. Teachers College, Columbia University
Mishler, E. G. (1995). Models of narrative analysis: A typology, Journal of Narrative and Life History, 5, 87–123
Onegeology (2021). Creep @ http://www.onegeology.org/
Poe, E. A. (2003). The man of the crowd. In The fall of the house of Usher and other tales (D. Galloway, Ed.) Penguin. (Original work published 1840)
Richardson, L. & St Pierre, E. A. (2005). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.) The Sage Handbook of Qualitative Research (3rd ed.). Sage
Simons, H. & Usher, R. (Eds.) (2000). Situated ethics in educational research. RoutledgeFalmer
Solnit, R. (2001). Wanderlust: A history of walking. Verso
Van Loon, J. (2007). Ethnography: A critical turn in cultural studies. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland & L. Lofland (Eds.), Handbook of ethnography, pp. 273–84. Sage
Van Maanen, J. (1995). An end to innocence: The ethnography of ethnography’. In J. Van Maanen (Ed.), Representation in ethnography (pp. 1-35). Sage
Wade, D. (2009). The power of fiction: A novel approach to presenting research findings. Journal of Thought, 44(1/2), 37–58
Watson, C. (2009). The ‘impossible vanity’: Uses and abuses of empathy in qualitative inquiry. Qualitative Research, 9(1), 105–117