ABSTRACT
The previous chapter has set out the epistemological perspective that underpins this investigation. In this chapter, I briefly discuss some other important issues related to the undertaking of research with those who have experienced childhood sexual abuse. Many investigations into CSA have utilized a qualitative interview or narrative approach to uncover the reality of the experience from the perspective of either the victim or perpetrator (e.g. Brackenridge, 2001; Colton and Vanstone, 1996; Etherington, 1995; Hunter, 2009; Lisak, 1994). Indeed, Brackenridge (2001: 239-240) argues ‘avenues for further research . . . include . . . life history analysis through athlete survivor and coach perpetrator narratives . . . and multidimensional analyses of coachathlete interactions’. According to Cole and Knowles (2001: 20) ‘both narrative and life history research rely on and depict the storied nature of lives; both are concerned with honouring the individuality and complexity of individuals’ experiences’. For Lawler (2002), the significance and value of the narrative approach is its ability to link the past to the present, and the individual to the social. While Bourdieu approaches data collection from his own particular epistemological perspective, it is clear that narrative approaches to data collection – or rather data generation – offer the means by which habitus, capital and field can be explored and elucidated. Indeed, this approach is adopted within a number of his works, including The Weight of the World (Bourdieu et al., 1999). However, given the sensitivity of the research topic, there are many ethical concerns to consider and the choice of method is also central to the management of these concerns.
