COMING TO NARRATIVE INQUIRY IN THE CONTEXTS OF OUR LIVES: A CONVERSATION ABOUT OUR WORK AS NARRATIVE INQUIRERS

  • Dilma Mello
  • Shaun Murphy
  • Jean Clandinin
Palavras-chave: Narrative investigation, Research experiments, Research Conversation, Relational ethics.

Resumo

The text reports our experiences as narrative researchers to highlight aspects of narrative research that often create difficulties for new researchers in this relational form of research. We begin by reminding readers that narrative inquiry is the study of the experience understood in the narrative. Thus, we draw attention to narrative research as a phenomenon under study and methodology for the study. This by itself often creates confusion for those who are new to narrative inquiry. We highlight three particular tensions that often cause difficulties for researchers. Engaging at the beginning of the autobiographical narrative, shifting from field texts to research texts and conducting narrative investigations made purposive for personal, theoretical/practical and social justifications were the three tensions we selected. Drawing on ongoing and recently completed narrative investigations, Dilma, Shaun and Jean have made explicit the ways in which they have moved from interim field texts to final research texts.

Downloads

Não há dados estatísticos.

Referências

AJAYI, L. Investigating effective teaching methods for a place-based teacher preparation in a rural community. Educational Research for Policy and Practice, 13 (3), p. 251-268, 2014.

AZANO, A. The possibility of place: One teacher’s use of place-based instruction for English students in a rural high school. Journal of Research in Rural Education, 26 (10), p. 26-10, 2011.

BROOK, J. Placing elementary music education: a case study of a Canadian rural music program. Music Education Research, 15 (3), p. 290-303, 2013.

CLANDININ, D. J. Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Press, Inc, 2013.

CLANDININ, D. J. & CONNELLY, F. M. Narrative inquiry: experience and story in qualitative research. San Francisco, Calif.: Jossey-Bass, 2000.

CLANDININ, D. J. & CONNELLY, F. M. Teachers' professional knowledge landscapes. New York: Teachers College Press, 1995.

CLANDININ, D. J., & CONNELLY, F. M. Teacher as curriculum maker. In P. W. Jackson (Ed.), Handbook of research on curriculum New York: Macmillan, 1992. p. 363-401.

CLANDININ, D. J., & CAINE, V. Narrative Inquiry. In. TRAINOR, A. A. & GRAUE, E. (Eds.), Reviewing qualitative research in the social sciences. London: Routledge, 2013. p. 166-179.

CLANDININ, D. J., CAINE, V., & STEEVES, P. Composing lives in transition. London: Emerald Press, 2013.

CLANDININ, D. J., MURPHY, M. S., HUBER, J., & MURRAY-ORR, A. Negotiating narrative inquiries: Living in a tension-filled midst. The Journal of Educational Research, 103, p. 81–90, 2010.

CLANDININ, D. J.; HUBER, J.; HUBER, M.; MURPHY, M. S.; MURRAY-ORR, A.; PEARCE, M.; & STEEVES, P. Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. London: Routledge, 2006.

CLANDININ, D.J. & ROSIEK, J. Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In. CLANDININ, D. J. (Ed.). Handbook of narrative inquiry: mapping methodology. Thousand Oaks, CA: Sage Publications, 2007. p. 35-75.

CONNELLY, F. M., & CLANDININ, D. J. Narrative Inquiry. In GREEN, J.; CAMILLI, G. & ELMORE, P. (Eds.). Handbook of complementary methods in education research. Mahwah, NJ: Lawrence Erlbaum, 2006. p. 477-487.

CONNELLY, F. M., & CLANDININ, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press, 1999.

CONNELLY, F. M., & CLANDININ, D. J. Teachers as curriculum planners: narratives of experience. New York, NY: Teachers College Press, 1988.

DEWEY, J. Experience and education. New York: Simon and Schuster Inc, 1938.

DEWEY, J. Experience and education. New York: Touchstone [1938], 1997.

GRUENEWALD, D. A., & SMITH, G. A. Place-based education in the global age: Local diversity: London: Routledge, 2014.

HUBER, J., MURPHY, M. S., & CLANDININ, D. J. Places of Curriculum Making: Narrative Inquiries Into Children's Lives in Motion. New York: Emerald Group Pub Limited. 2011.

LUGONES, M. Playfulness, World Traveling and Loving Perceptions. Hypatia, 2 (2), p. 3-19, 1987.

MURPHY, M. S., HUBER, J., & CLANDININ, D. J. Narrative Inquiry Into Two Worlds of Curriculum Making. Learning Landscapes, 5, p. 219-236, 2012.

SCHWAB, J. J. The Practical: Translation into Curriculum. In WESTBURY, I. & WILKOF, N. J. (Eds.), Science, curriculum, and liberal education: Selected essays. Chicago: University of Chicago Press. 1978. p. 365-383.

SMYTH, J.; HATTAM, R.; WITH CANNON, J., EDWARDS, J., WILSON, N. & WURST, S. Dropping out, drifting off, being excluded: Becoming somebody without school. New York: Peter Lang Publishing, 2004.

WAITE, S. ‘Knowing your place in the world’: how place and culture support and obstruct educational aims. Cambridge Journal of Education, 43 (4), p. 413-433, 2013.

WENGER, E. Communities of Practcies: Learning, Meaning and Identity. Cambridge University Press, 1998.

Publicado
2016-12-13
Métricas
  • Visualizações do Artigo 1283
  • PDF downloads: 490
Como Citar
MELLO, D.; MURPHY, S.; CLANDININ, J. COMING TO NARRATIVE INQUIRY IN THE CONTEXTS OF OUR LIVES: A CONVERSATION ABOUT OUR WORK AS NARRATIVE INQUIRERS. Revista Brasileira de Pesquisa (Auto)biográfica, v. 1, n. 3, p. 565-583, 13 dez. 2016.