Complicating Voice in a Refusal to “Let Participants Speak for Themselves”

By L. Mazzei, A. Jackson. 2012

180 citations recorded by the source corpus.

How researchers see this paper

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Wellbeing in schools: what do students tell us? (2018, background): “Further, there is the risk, in seeking to present a group consensus, that certain voices are privileged and others are silenced (GillettSwan 2014) or that the collective voice is stripped of context and nuance (Mazzei and Jackson 2012).”
Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context (2016, background): “This view is, indeed, already represented in the narrative literature [e.g., Mazzei & Jackson, 2012; Pasupathi, 2015; Riessman, 2008; Schachter, 2015], but we take it one step further by taking seriously objective constraints.”
Researching children’s silences: Exploring the fullness of voice in childhood research (2016, background): “…what is put in.” Our analysis, to the extent that it is transcript-based and dependent, will more than likely remain superficial as we fail to recognize the dense and multilayered character of the totality of our data—both spoken and silent—which we largely ignored (Mazzei and Jackson, 2012: 745).”