Thinking about stories

The stories I present are "solicited" (Plummer 2001' p.28) stories, "specifically gathered" (Ibid.) for the purposes of this research.  The stories did not exist in narrative form before my interviews with my participants.  Rather, as Plummer articulates, they were "seduced, coaxed and interrogated out of the subjects" (Ibid.).  My participants' lives are my resource.  I am involved in the construction of these solicited stories.  This research is personal, "embodied" (Ibid. p.213).

There are so many stances to define and issues to consider! Did I coax the stories out of my participants, or seduce them into telling them to me? My participant provided me with my resource. What did I offer in return?

I am delving into the stories, gaining insights and writing the thesis. I give them this in return!

Dilemmas and decisions
Scattered on the journey
Tip toe
Tip toe
Stride

Acting on advice at tutorials

As advised, I re-visited the transcript I had abandoned and found it rich in content and illuminating to the thesis as a whole.
In my attempt to organise an accumulated pile of research-related papers, I make notes on a paper I read some weeks ago.  In this re-reading, I make links with the above-mentioned, newly-considered transcript.
The article considers the meaning of 'love labour' and emphasises its 'visibility' and 'its worth in sustaining relationships' (O'Riordan et al, 2010, p.83).  This accords with my participant's story. She reiterates the importance of demonstrating love and of building trusting relationships with families.
From this reflection I note that current reading ineviatably relates to current study, we learn with and from others and research is surprising.

I belong to a community of Early Years researchers

It was a delight to meet up with my EdD friends, Joy, Jackie, Helen and Cathy, at the TACTYC conference in Birmingham yesterday.  I belong to a community of Early Years researchers! 
I soaked up the presentation by Kathy Gooch and Sasha Powell.  They talked about the need for 'authentic professionalism that comes from within'.  Early Years work involves more than activity, they suggest. We bring who we are, our inner beings to the work, rather than simply perform according to externally devised standards. 
Clare Warden stressed the importance of reflection and professional dialogue and advocated the use of reflective journals and 'floor books'.  Within this approach, there is a space for 'silent pedagogy', and for skilled practitioners to share magic moments with children.
Cathy Nutbrown talked about the importance of children engaging with 'the stuff of the world', having opportunities to mould clay and water and other earthly materials, and watching crafts people at work.  Highly skilled people are needed for work with young children.
These inspiring talks have re-enlivened my thinking and will feed into my writing as I develop my thesis.

Take me out to the meadow that is mine, mine
Out in the ancient English fields
Allow me to gaze at the tower and town
You and me, out there in the open

SC 10/11/12