Algunas notas sobre investigación-acción como auto-narrativa
DOI:
https://doi.org/10.31892/rbpab2525-426X.2018.v3.n9.p860-870Keywords:
Investigación-Acción, Autonarrativa, Investigación Narrativa, Giro NarrativoAbstract
La Investigación-Acción, como otros enfoques teórico-metodológicos, ha sido influida por el llamado giro narrativo. La autonarrativa parece ser una consecuencia lógica de un proceso que enfatiza la experiencia de la experiencia de la investigación tanto por el participante como por el investigador. La auto-narración del aprendizaje del investigador, la experiencia del investigador y el cambio del investigador, elementos autoreflexivos característicos de la Investigación-Acción. El presente trabajo se centra en el tratamiento de la Investigación-Acción como una forma de investigación narrativa, y específicamente como una forma de auto-narrativa o self-narrative. El trabajo se concentra principalmente en lo publicado en el contexto
anglosajón.
Downloads
References
ATTARD, K. The role of narrative writing in improving professional practice. Educational Action Research, 20(1) 161-175, April 2012. Disponible en:
https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F09650792.2012.647754 Acceso en: 10 jan. 2018.
BOLÍVAR, A. De nobis ipse silemus ?: Epistemology of Biographical- Narrative Research in Education. Revista Electronica de Investigacion Educativa, 4 (1), p. 1-24, 2002. Disponible en: https://redie.uabc.mx/redie/article/download/49/91 Accedido el: 10 jan. 2018.
BRUNER, J. Actual minds, possible worlds. Cambridge, MA: Harvard University Press, 1986.
CAINE, V. Visualizing community: Understanding narrative inquiry as action research. Educational Action Research, 18(4), p. 481-496, 2010. Disponible en:: https://www.tandfonline.com/doi/abs/10.1080/09650792.2010.524820 Accedido el: 30 jan. 2018.
CLANDININ, D. J. and CONNELLY, M. Narrative inquiry: experience and story in qualitative research. Recherche. San Francisco, CA: Jossey-Bass, 2000.
CLANDININ, D. J. Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, Calif.: Sage Publications, 2007
CLANDININ, D. J., & PUSHOR, D. The interconnections between narrative inquiry and action research. In. NOFFKE, S.; SOMEKH, S. (Ed.), The SAGE handbook of educational action research, Thousand Oaks, CA: Sage, 2009. p. 290-300.
COCHRAN-SMITH, M. Y LYTLE, S. L. (2009). Inquiry as Stance: Practitioner research for the next generation. New York: Teachers College Press.
DENZIN, N. K. & LINCOLN, Y. S. (Eds.). The SAGE handbook of qualitative research. Thousand Oaks, CA: SAGE Publications, 2017.
FELDMAN, A. Validity and quality in action research. Educational Action Research, 15(1), p. 21-32, 2007. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650790601150766 Accedido el: 10 mar. 2018.
FELDMAN, A., & PAUGH, P. Self-study through action research. International handbook of self-study. In. LOUGHRAN, J. et al. (eds.), International Handbook of Self-Study of Teaching and Teacher. New York: Springer. 2004. p. 943-977.
FITZGERALD, J. The distribution of self-narrative memories in younger and older adults: Elaborating the self-narrative hypothesis. Aging, Neuropsychology, and Cognition, 3(3), p. 229-236, 1996. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/13825589608256626 Accedido el: 10 set. 2018.
HÄNNINEN, V. A model of narrative circulation. Narrative Inquiry, 14(1), p. 69-85, 2004. Disponible en: https://benjamins.com/catalog/ni.14.1.04han
HEIKKINEN, H. L. T., HUTTUNEN, R., & SYRJÄLÄ, L. Action research as narrative: Five principles for validation. Educational Action Research, 15(1), p. 5-19, 2007. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650790601150709 Accedido el: 15 jun. 2018.
HEIKKINEN, H., & HUTTUNEN, R. Action research and narrative inquiry: five principles for validation revisited. Educational Action Research, 20(1), p. 5-21, 2012. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650792.2012.647635 Accedido el: 15 jun. 2018.
KENNEDY-LEWIS, B. L. When a Teacher Becomes a Researcher: Using Self-Narrative to Define One’s Role as Participant Observer. Theory into Practice, 51(2), p. 107-113, 2012. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/00405841.2012.662865 Accedido el: 10 jul. 2018.
MARSHALL, J. Living Systemic Thinking: Exploring Quality in First-Person Action Research. Action Research, 2(3), p. 305-325, 2004. Disponible en: https://journals.sagepub.com/doi/10.1177/1476750304045945 Accedido el: 03 jul. 2018.
MCNIFF, J. Where the action is. Health Information and Libraries Journal, 24(3), p. 222-226, 2007. Disponible en: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1471-1842.2007.00725.x Accedido el: 10 jan. 2018.
MCNIFF, J. The significance of 'I' in educational research and the responsibility of intellectuals. South African Journal of Education, 28(3), p. 351-364, 2008. Disponible en: https://www.ajol.info/index.php/saje/article/view/25162 Accedido el: 10 jan. 2018.
MCNIFF, J. My story is my living educational theory. En CLANDININ, D. J. Handbook of narrative inquiry: Mapping a methodology. SAGE. 2007. p. 308–329.
MCNIFF, J., & WHITEHEAD, J. Introduction. In. MCNIFF, J., & WHITEHEAD, J. Action Reseach living theory. London: Taylor & Francis Ltd / Books, 2000. p. 1-23
Mills, C. W. The sociological imagination. New York, NY: Oxford University Press, 1959.
NIEMI, R., HEIKKINEN, H. L. T., & KANNAS, L. (2010). Polyphony in the classroom: Reporting narrative action research reflexively. Educational Action Research, 18(2), p. 137-149, 2010. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650791003740485 Accedido el: 10 abr. 2018.
NOFFKE, S.E. Professional, personal, and political dimensions of action research. Review of Research in Education, 22, p. 305–43, 1997. Disponible en: https://journals.sagepub.com/doi/abs/10.3102/0091732X022001305 Accedido el: 10 abr. 2018.
NOFFKE, S. Revisiting the professional, personal, and political dimensions of action research. In. SOMEKH, B. and NOFFKE, S. (Ed.). The SAGE handbook of educational action research Thousand Oaks, CA: SAGE Publications, 2009. p. 5-18.
NOFFKE, S.; SOMEKH, B. (Eds.). The SAGE handbook of educational action research. Thousand Oaks, CA: SAGE Publications, 2009.
POLANYI, M. Personal Knowledge: Towards a Post-Critical Philosophy. Chicago:
IL: University of Chicago Press, 1958.
POLLARD, A. Explorations in teaching and learning: A biographical narrative and some enduring issues. International Studies in Sociology of Education, 15(1), p. 87-105, 2005. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09620210500200133 Accedido el: 10 jan. 2018.
QUICKE, J. Narrative strategies in educational research: Reflections on a critical autoethnography. Educational Action Research, 18(2), p. 239-254, 2010. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650791003741582?journalCode=reac20 Accedido el: 10 jan. 2018.
RICHARDSON, L. & St. PIERRE, E. A. (2005). Writing: A method of inquiry. In. DENZIN, N. K. & YVONNA, S. L. (Eds.). The SAGE handbook of qualitative research. Thousand Oaks, CA: SAGE Publications, 2005. p. 959-978.
RICOEUR, P. Oneself as Another. Chicago, IL: University of Chicago Press, 1992.
ROSIEK, J., & ATKINSON, B. Bridging the divides: The need for a pragmatic semiotics of teacher knowledge research. Educational Theory, 55(4), p. 421-442, 2005. Disponible en: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1741-5446.2005.00003.x-i1 Accedido el: 10 jan. 2018.
SANTOS, D. The politics of storytelling: unfolding the multiple layers of politics in (P) AR publications. Educational Action Research, 20(1), p. 113-128, 2012.
SAUNDERS, L. An alternative way of responding to powerful ideas: Notes to accompany the poem entitled 'five principles of quality in narratives of action research'. Educational Action Research, 15(1), p. 33-40. 2007. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/09650790601150790 Accedido el: 10 jul. 2018.
SCHUTZ, A. The Phenomenology of the Social World. Evanston, IL: Northwestern University Press, 1967.
WHITEHEAD, J. and MCNIFF, J. Action research: Living theory. London; SAGE Publications, 2006.
WHITEHEAD, J. Generating living theory and understanding in action research studies. Action Research, 7(1), 85, 2009. Disponible en: https://journals.sagepub.com/doi/abs/10.1177/1476750308099599 Accedido el: 10 jan. 2018.
XU, S., & CONNELLY, M. Narrative inquiry for school-based research. Narrative Inquiry, 20(2), p. 349-370. 2009. Disponible en: https://benjamins.com/catalog/ni.20.2.06xu Accedido el: 10 set. 2018.
ZEICHNER, K., Y NOFFKE, S. Practitioner research. In. RICHARDSON, V. (Ed.). Handbook of research on teaching. Washington: AERA, 2001. p. 298-330.