Dialogical narrative analysis

In chapters seven and eight I present data analysed using DNA. DNA “studies the mirroring between what is told in the story – the story’s content – and what happens as a result of telling that story – its effects” (Frank, 2010, pp.71-72). In other words it is concerned with not only the story told by participants, but also what stories do for and to people. Thus, the principle analytical concern with DNA is the appreciation of stories as actors in people’s lives (Frank, 2010). Applicably, one way in which narratives act is by shaping our

understandings (Frank, 2006). Understandings are constantly being reshaped by cultural and social stories which encompass us and our understandings (Frank, 2006). In the case of this research, a DNA approach sheds light on how individuals experienced and understood exercise as a disabled individual in the gym and thereafter as a member of a collective group. That is, while people may have an embodied intuition of their own exercise experiences, this intuition is constantly being reshaped when stories are relationally shared with others and stories circulate in culture and society (Frank, 2006). How an individual makes meaning from

87 a story will be influenced by their social relationships and the storytelling preferences of the group (Caddick, 2016), thus exercising within a group of peers may reshape how a disabled individual experiences exercising in a gym. As Smith (2016) illuminates, “movement of thought can take the analyst in unexpected and fertile directions, breathing fresh life into moribund concepts, encouraging theoretical curiosity, and provoking new ways of seeing in the process” (p.12). Thus, adopting DNA as a heuristic guide and method of questioning can spur imagination and inspiration that in turn can lead to new insights and understandings of the gym, disability, training with peers and disabled instructors. This method of analysis can also artfully represent storied lives and extend analysis to what stories do as well as what is

said (Frank, 2010) allowing an appreciation of process and understanding of action and

behaviour. In order to allow stories to move and appreciate what stories do, rather than the prescriptive steps of such analysis as thematic, I used a more open guide to identify stories, themes in stories, and how these stories are culturally and relationally constructed (Frank, 2010); specifically, through asking dialogical questions (Caddick, 2016). The following section will address how I applied these steps to the data I collected.

The analytic process began with a period of what Maykut and Morehouse (1994) described as indwelling where I collected data, transcribed this data, documented initial impressions and closely re-read transcripts multiple times. The next stage involved identifying

stories in the text as well as the narrative themes and structures within these stories (Caddick,

2016; Smith, 2016). I accomplished this through loosely coding the data transcripts and field notes with conceptual comments which would later help in the building of analysis, but also would keep the story intact. In this research, stories which shaped individuals’ exercise experiences and relational experiences with peers were sought. As part of the unique

88 (Frank, 2012) which were asked to highlight what stories do and the effects that stories had in participants’ lives. As Caddick (2016) stated:

“social, cultural and relational dynamics that shaped not only the type of stories they told about their …experiences but also the way they told them, their reasons for telling them and the consequences of telling these particular stories for their personal and social lives. Asking dialogical questions are a crucial means of opening up social, cultural and relational dynamics of stories” (p. 229).

The dialogical questions I selected and justification for selection are supplied in Table 4. For clarity, I contextualise the DNA application I used on data for chapters six and seven. Specifically, questions included how stories helped participants create and sustain an identity, how stories connected/ affiliated people into groups, how participants made sense of their story and their position in the stories through the narrative resources they had available and what function stories had in shaping participants’ understandings of exercise. The analytic process of DNA also consisted of writing numerous draft reports which were used to develop thought and test interpretations. What is imperative to note however, and is a key

commitment of DNA, is that these accounts and the final reports do not ‘finalize’ participants’ lives by offering the last word on who they are or who they might become (Frank, 2012). As Smith (2016) contended, although a report can take on a realist tale (which will be discussed in the next section) given the commitment of unfinalizability, any necessary ending to a report is purely provisional. While chapters need to close for practical matters, the

participants are still alive and rather than have given their final word, they can tell and draw upon new stories and resources where they may become someone different (Frank, 2010).

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Type of Question Example Rationale

Identity How did participants’

stories shed light on who they saw themselves to be and wanted to be?

To aid in understanding motivations participants had in wanting to become a gym instructor and future selves which they may aspire to be.

Resource What narrative resources

did participants draw upon to shape their experiences and identity as a gym instructor?

Illuminated how participants used the cultural resources (in this case disability narratives and gym narratives) available to make sense of their experiences and situate themselves in that story.

Connection/ affiliation

How did the participants’ story relate to other disabled individuals?

Stories we tell can connect us to others who may share our story, but also disconnect us from others who cannot relate to our experiences. Connection questions illustrated the social process of storytelling and how stories united or separated individuals.

Function What did participants’

stories do to them, how did they shape their actions and spur them to action to be instructors?

Function questions aided in understanding of how participants’ stories informed their actions, drove them to want to be an instructor and helped them shape their conduct on their journey to being instructors.