JJ Scheurich
ABSTRACT
Since the emergence of qualitative research in education, research interviewing has been naively accepted as a reasonably straightforward method for gathering information. Even Lincoln and Guba's ground-breaking postpositivist work, Naturalistic Inquiry (1985), largely treated interviewing in this manner. More recently, other postpositivists, such as Mishler (1986), have criticized the traditional approach to interviewing and suggested new ways to conduct and understand the research interview. But these latter postpositivists still retain thoroughly modernist assumptions that they embed in their reconstructions of research interviewing. This paper presents, in contrast, a postmodernist perspective that critiques both positivist and postpositivist characterizations of interviewing. This