Relevant bibliographies by topics / Narrative inquiry (Research method)

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  2. Dissertations / Theses
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Academic literature on the topic 'Narrative inquiry (Research method)'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Narrative inquiry (Research method)"

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Spector-Mersel, Gabriela. "Narrative research." Narrative Inquiry 20, no. 1 (October 11, 2010): 204–24. http://dx.doi.org/10.1075/ni.20.1.10spe.

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As a result of the popularization of the narrative idea and the considerable diversity existing among narrative studies, a rather “all included” conception has arisen, in which the framework of narrative inquiry has been significantly blurred. For narrative inquiry to persist as a unique mode of investigation into human nature, a complementary dialogue is required that aims at outlining its core, alongside the emphasis given in the literature on diversity as its hallmark. As a possible reference point for this debate, recognizing the narrative paradigm that has crystallized since the “narrative turn” is suggested. The narrative paradigm is discussed in light of six major dimensions — ontology, epistemology, methodology, inquiry aim, inquirer posture and participant/narrator posture — indicating that it coincides with other interpretive paradigms in certain aspects yet proffers a unique philosophical infrastructure that gives rise to particular methodological principles and methods. Considering the narrative paradigm as the essence of narrative inquiry asserts that the latter is not confined to a methodology, as often implied. Rather it constitutes a full-fledged research Weltanschauung that intimately connects the “hows” of investigation to the “whats”, namely premises about the nature of reality and our relationships with it.
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Bastola, Ganesh Kumar. "Narrative Inquiry as a Viable Method in Language Teaching Research: A Short Analytical Study." Gyanjyoti 3, no. 1 (March 7, 2023): 12–23. http://dx.doi.org/10.3126/gyanjyoti.v3i1.53032.

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This paper portrays my personal experience articulating narrative inquiry as a viable research approach to language pedagogy. It brings a personal nostalgia to the epistemic understanding of narrative inquiry. For this, I employed a qualitative research approach in my paper. For the successful accomplishment of the paper, I employed secondary sources; particularly data collected from research articles, books, dissertations, different websites and reports related to narrative research, etc. Within the qualitative continuum, I used the document analysis method and connected it with my own research experiences of using secondary sources of data in narrative research. More specifically, it explored how the research's paradigm was undergoing to bring the narratives as information to systematize the random experiences in research. In particular, this paper offers a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of narrative inquiry. Furthermore, narrative inquiry research paves the way to understanding what researchers know and what they believed about their research practices. The core process of narrative research is to systematize its design and set its conceptual framework. The principal attraction of narrative as a method is its capacity to render life experiences, both personal and social, in relevant and meaningful ways. It shows that researchers must learn to assume possible research procedures linearly to address their actions and performance. Moreover, narrative inquiry as a method serves as a pioneering foundation to replicate human experiences and establish itself as a prior research method in educational research.
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Wei, Liping. "Narrative Inquiry: A Research Method in the Education Field." World Journal of Education 13, no. 6 (December 24, 2023): 35. http://dx.doi.org/10.5430/wje.v13n6p35.

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This article elucidates what narrative inquiry is as a research method, what questions or puzzles it addresses, the research tools used, and ethical considerations in conducting this type of research. Published exemplars are provided to reveal how narrative inquiries are utilized in real-life education studies. As a storied format of personal experience research, narrative inquiry has the potential to transcend the specialties of the immediate research field to influence the discourses and the practices of those in a larger research community. The purpose of this article is to unpack narrative inquiry as a research method in the education field and encourage more teachers and researchers to engage in the narrative inquiries important to their teaching and research.
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Li, Bingyu. "Navigating Through the Narrative Montages: Including Voices of Older Adults With Dementia Through Collaborative Narrative Inquiry." International Journal of Qualitative Methods 21 (January 2022): 160940692210833. http://dx.doi.org/10.1177/16094069221083368.

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Having the opportunity to express oneself is an important right to every human being. However, narratives of older adults with moderate to severe dementia are constantly ignored for their incoherence and inaccuracy. In most studies, their narratives were solely collected to measure their cognitive function, rendering their lived stories untold, unheard and undocumented. To include voices of older adults with moderate to severe dementia in research and liberate them from the patient identity, this article proposes collaborative narrative inquiry as a method to explore the meaning-making mechanisms and selfhood construction processes embedded in their incoherent narratives. Integrating narrative inquiry and collaborative analysis, collaborative narrative inquiry aims to collect, construct and deconstruct narratives of participants through an iterative and reflective way, in collaboration with caregivers. This method requires a paradigm shift from generating one essential truth of people’s lived experience to co-creating plural lived truths situated in different temporal, social and cultural backgrounds. Facilitating the proliferation of identities beyond the patient identity among older adults with moderate to severe dementia, collaborative narrative inquiry generates counter narratives against a single disease narrative. It de-marginalizes this group by inviting their voices back into the society, and destigmatises them by creating a new way to engage with them.
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Jeppesen, Jørgen, and Helle Ploug Hansen. "Narrative journalism as complementary inquiry." Qualitative Studies 2, no. 2 (October 3, 2011): 98–117. http://dx.doi.org/10.7146/qs.v2i2.5512.

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Narrative journalism is a method to craft stories worth reading about real people. In this article, we explore the ability of that communicative power to produce insights complementary to those obtainable through traditional qualitative and quantitative research methods. With examples from a study of journalistic narrative as patient involvement in professional rehabilitation, interview data transcribed as stories are analyzed for qualities of heterogeneity, sensibility, transparency, and reflexivity. Building on sociological theories of thinking with stories, writing as inquiry, and public journalism as ethnography, we suggest that narrative journalism as a common practice might unfold dimensions of subjective otherness of the self. Aspiring to unite writing in both transparently confrontational and empathetically dialogic ways, the narrative journalistic method holds a potential to expose dynamics of power within the interview.
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Benson, Phil. "Narrative Inquiry in Applied Linguistics Research." Annual Review of Applied Linguistics 34 (March 2014): 154–70. http://dx.doi.org/10.1017/s0267190514000099.

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The importance of narrative inquiry as an alternative approach to research in the humanities and social sciences has grown considerably over the past 20 years or so. Over the past decade, it has also become an established approach to research on second and foreign language learning and teaching through the publication of numerous data-based studies and several texts on narrative inquiry for applied linguistics. Focusing on studies published since 2008, this article outlines the scope of narrative research on language learning and teaching at the present time. It discusses recent innovations in data collection (the use of mixed and longitudinal methods and the use of narrative frames and multimodal data) and data analysis (focus on the discourse of narrative and the use of narrative writing). It concludes that these innovations represent a welcome trend toward methodological diversity that is strengthening the contribution of narrative inquiry to our understanding of the experience of language teaching and learning.
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Horwat, Jeff. "Too Subtle for Words: Doing Wordless Narrative Research." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 172–95. http://dx.doi.org/10.18432/ari29378.

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Inspired by the wordless novels of early twentieth century Belgian artist Frans Masereel, this paper introduces wordless narrative research, a dynamic method of inquiry that uses visual storytelling to study, explore, and communicate personal narratives, cultural experiences, and emotional content too nuanced for language. While wordless narrative research can be useful for exploring a range of social phenomenon, it can be particularly valuable for exploring preverbal constructions of lived experiences, including trauma, repressed memories, and other forms of emotional knowledge often times only made accessible through affective or embodied modalities. This paper explores the epistemological claims of the method while describing five considerations for doing wordless narrative research. The paper concludes with a presentation of an excerpt of There is No (W)hole (Horwat, 2015), a surreal wordless autoethnographic allegory, as an example of wordless narrative research.
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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, and Emily Machado. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.
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Olsvik, Alexandra. "Unsettling intimacies:Re-cognizing ecological relations with the work of Jean Clandinin." Alberta Academic Review 4, no. 1 (July 5, 2021): 10. http://dx.doi.org/10.29173/aar130.

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For Jean Clandinin, narrative inquiry is not about being but becoming and as such posits knowledge as a continuous, non-teleological process rather than a static object. Experiential knowledge, for Clandinin, then, is intimately bound up with the vicissitudes of lived experience. If stories make meaning from experience, they open up an imaginative space through which researchers can come to understand experience as well as the knowledge that emerges from it or re-cognize such. Inquiring into experiential knowledge through narratives is valuable for research, and particularly for research that engages ecological crises, because it enables a more robust, nuanced view of life—both human and nonhuman—to emerge. Further, as Clandinin’s work reconfigures the role of the researcher, it unsettles hierarchical assumptions within the research space, allowing for collaboration, polyphonic texts, and reconfigured understandings to emerge. Clandinin’s work troubles dominant narratives about knowledge that presuppose conceptual reification and mastery. As such, narrative inquiry has the potential to support research that is interested in reconfiguring relationships between human and non-human “nature” in ways that do not necessarily fit into dominant narratives about knowledge in education. Using a framework informed by contemporary eco-criticism and trauma theory, I consider how narrative inquiry might offer reparative methods for educational research that engages ecological crises. As narrative inquiry aims to honour the particularity of experience and promote growth without assimilating plurality into an objective singularity, its methods have the capacity to provide insights into ecological relations that are critical, self-reflexive, and ethically responsive.
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Wang, Yiwei. "Research Methodology of Mompreneurs’ Career Narratives in China’ Social Media Context." Yixin Publisher 1, no. 4 (November 30, 2023): 1–17. http://dx.doi.org/10.59825/jcs.2023.1.4.1.

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This paper began with an overview of the philosophical assumptions and frameworks behind qualitative research. Since this study aims to get a deeper insight into the entrepreneurial career experience of mothers within the context of social media, the researcher discusses narrative inquiry method. This method focuses on interpretating and understanding the meaning of stories, as well as presenting transitional periods in people’s lives. The paper then details the data collection process, including interviews and data analysis. Both a demographic questionnaire and in-depth individual interviews were utilized to collect data on the experiences and perceptions of mothers. Finally, ethical considerations and the potential impact of the researcher’s role on participants’ interviews and narratives are addressed
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Dissertations / Theses on the topic "Narrative inquiry (Research method)"

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Patrick, James Earle. "The prophetic structure of 1-2 Samuel." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:309e6831-242b-40c9-9271-360dd4bec2d0.

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The book of 1-2 Samuel, originally one scroll, is an episodic narrative recounting how the ancient Israelite monarchy was established around 1000 BC by the prophet Samuel and the kings Saul and David. For well over a century historical critics have sought to discern the process of its composition, proposing various conclusions with little consensus. Presently it is generally believed that several blocks of traditional material on common themes (e.g. the History of David's Rise) were brought together in the later pre-exilic period as part of the so-called Deuteronomistic History. This thesis chooses to begin with the present limits of 1-2 Samuel (without including, for example, 1Kgs 1-2), and undertakes to apply rhetorical analysis to all fifty-five chapters, episode by episode, each in its final-form position. The particular structural technique that has been discerned throughout this book is inverted parallelism with an unparalleled centre, here termed 'concentrism'. The unique contributions of this thesis are firstly a careful methodology for concentrism in Hebrew narrative, based on Hebrew poetic and oral composition and proposing specific criteria for identifying and verifying such structures. Secondly, the thesis attempts to account for the current position of every episode in the book, discerning how each contributes to the larger work as regards literary structure and rhetorical message. The resulting arrangement demonstrates an overall unity of technique and authorial perspective, focused on the themes of prophecy (hence the thesis title), deliverance from military attack, religious devotion and dynastic succession. The centre of this thesis therefore provides a detailed description of the discovered structure, one chapter for each of the book's two primary segments (1Sam 1 - 2Sam 6; 2Sam 7-24). A lengthy preceding chapter addresses various theoretical issues often raised relating to such concentric patterns (often inadequately labelled 'chiasmus'/'chiastic'). A summary chapter likewise follows the central chapters, revisiting themes of the methodology and drawing conclusions together. An initial chapter outlines past and present compositional theories, and a concluding chapter suggests further avenues of future research.
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Boström, Agneta. "Sharing lived experience : how upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful /." Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1285.

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Ebel, Sarah C. "Selling and stereoscopy reading "A Visit to Sears, Roebuck & Co." /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdweb?did=1338865461&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals a narrative analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06212007-121700.

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Miller, Allyson Glick Elisa. "Postwar masculine identity in Ann Bannon's I am a woman." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6476.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Elisa Glick. Includes bibliographical references.
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Van, der Merwe Amelia. "“Soos 'n vuil hond het ek gevoel” : shame narratives in South African survivors of chronic trauma." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85665.

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Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Both chronic trauma and shame, as well as the relation between them, are understudied phenomena. This is despite particularly high levels of both trauma- and shame-related psychopathology in South Africa (Edwards, 2005). I conducted a qualitative study exploring experiences of trauma, shame, post-traumatic reactions and coping mechanisms in single interviews with 19 South African survivors of chronic trauma (intimate partner violence) using narrative analysis. Results from the categorical content analysis indicated that all but one participant reported a history of physical violence perpetrated by her intimate partner. Sexual and emotional violence were also reported by the majority of the participants. The most significant reported mental health outcomes were persistent fear, depression and suicidality, dissociation and somatic complaints. Coping mechanisms included religion, support from family, counselling and substance misuse. Using smiling as a mask to conceal difficult feelings and keeping occupied were cited as the most effective defenses. Shame was viewed as a social emotion, and often described as humiliation (and sometimes embarrassment), which required the presence of a mocking, hostile audience. This was interpreted in socio-cultural terms. Eleven women presented with a split self – the authentic self who admitted to a great deal of shame when asked indirectly, and the false self who was described in surprisingly positive terms. I analysed this split using categorical content analysis and narrative analysis from a social constructivist point of view at individual (clinical) level, organisational (micro-cultural) level, and broader cultural level. I used Gee’s (1991) categorical form analysis to analyse five long complex shame and trauma narratives with the aim of determining if psychic fragmentation presents at linguistic level. I also analysed three short, compressed trauma and shame narratives. The structure of the short narratives tended to be circular, erratic, disjointed, and interrupted (Scarry, 1985; Simon, 2008). The three short, compressed trauma narratives were characterised by long pauses or silences, hesitations, avoiding eye contact, hunching over, covering the face with clothes, whispering, so making the narrative almost inaudible, crying, and defensive leaning in towards me, and laughing. These women were exceptions – most women expressed an urgency to talk about their experiences in great detail. Although the longer narratives are essentially fractured chaos narratives at linguistic level, they contain predominant trauma- and shame-related themes that are consistent throughout the narratives and that remain intact in spite of the signs of linguistic disruption and fragmentation. They are, in order of narratives, 1) shame/self-blame and deservedness; 2) truth/lies and bearing witness; 3) shame, humiliation and dissociation; 4) the concealed, shame-based self, including amnesiac-like disorientation of place and time; and 5) patterns of cyclical leave-return reflecting perpetrator-instilled abandonment terror, including disorientation of time. I have argued that although language, or narrative structure, continues to mimic and reflect narrative content (fractured narratives vs fractured selves) – there is also the intriguing possibility of a disconnection between form and content; and that thematic coherence or consistency and narrative fracturing can co-occur; co-exist. There are a number of clinical features in the narratives which are either related to, or comprise diagnostic criteria for chronic trauma syndromes such as chronic PTSD and DESNOS, and intersect with shame themes in the narratives I analysed. Consequently, I argue that there is a substantial intersection or co-occurrence between exposure to chronic trauma, and trauma-related clinical symptoms, including shame, which emerge from the narratives, which without exception, demonstrate significant linguistic fracturing. In conclusion, a number of gaps in the literature were identified. Future research should triangulate methods and chronic trauma prevalence and longitudinal studies are needed both internationally and locally.
AFRIKAANSE OPSOMMING: Sowel kroniese trauma as skaamte, en die verhouding tussen die twee, is tot dusver onvoldoende bestudeer – ondanks die besonder algemene voorkoms van trauma- en skaamte-verwante psigopatologie in Suid-Afrika (Edwards, 2005). Ek het ʼn kwalitatiewe studie onderneem en die ervaring van trauma, skaamte, post-traumatiese reaksies en oorlewingsmeganismes ondersoek in indiwiduele onderhoude met 19 Suid-Afrikaanse oorlewendes van kroniese trauma (geweld in intieme verhoudings). In my ondersoek het ek van narratiewe analise gebruik gemaak. Resultate van die kategoriese inhoudsanalise dui aan dat ál die vroue in die bestudeerde groep, behalwe een, ‘n geskiedenis van fisieke geweld gerapporteer het wat deur haar ‘partner’ gepleeg is. Seksuele en emosionele geweld is ook deur die meerderheid van die groep gerapporteer. Die mees betekenisvolle uitkomste in verband met psigiese gesondheid was voortdurende angs, depressie, selfmoordneigings, dissosiasie en somatiese klagtes. Oorlewingsmeganismes was onder andere godsdiens, berading en dwelms. Om ʼn glimlag te gebruik as masker vir die verberging van pynlike emosies, en om besig te bly, is genoem as die effektiefste verdedigingsmeganismes. Skaamte is gesien as ‘n sosiale emosie, en is dikwels ‘vernedering’ genoem (soms ʼn ‘verleentheid’), wat die teenwoordigheid van spottende, vyandige toeskouers impliseer. Skaamte is in die studie in sosio-kulturele terme geïnterpreteer. Elf vroue het 'n gesplete self vertoon – die outentieke self wat 'n groot hoeveelheid skaamte erken het wanneer hulle indirek daaroor uitgevra is, teenoor die valse self wat in verbasend positiewe terme beskryf is. Ek het hierdie gesplete self geanaliseer met gebruikmaking van kategoriale inhoudsanalise en ook van narratiewe analise uit 'n sosiaal-konstruktiewe perspektief – op 'n indiwiduele (kliniese), organisatoriese (mikro-kulturele) en ‘n breër kulturele vlak. Ek het Gee (1991) se kategoriale vorm-analise gebruik om vyf lang, komplekse skaamte- en traumanarratiewe te analiseer om te bepaal of psigiese fragmentering op 'n linguistiese vlak manifesteer. Ek het ook drie kort, gedronge trauma- en skaamtenarratiewe geanaliseer. Die struktuur van die kort narratiewe was geneig om sirkulêr, wisselvallig, onsamehangend en onderbroke te wees (Scarry, 1985; Simon, 2008). Die drie kort, gedronge traumanarratiewe is gekenmerk deur lang stiltes, aarseling, vermyding van oogkontak, vooroor buk, bedekking van die gesig met klere, fluistering (sodat die narratief byna onhoorbaar geword het), gehuil, defensiewe oorleun na my toe, en gelag. Hierdie drie vroue was uitsonderings – die meeste vroue het 'n dringende behoefte laat blyk om in fyn besonderhede oor hulle ervarings te praat. Alhoewel die langer narratiewe op 'n linguistiese vlak wesentlik gefragmenteerde chaos-narratiewe is, bevat hulle dominante trauma- en skaamte-temas wat konsekwent deur die verhale aanwesig bly ondanks die tekens van linguistiese disrupsie en fragmentering. Hulle is, in die volgorde van die narratiewe, 1) skaamte/selfblamering en verdiende loon; 2) waarheid/leuens en getuienis aflê; 3) skaamte, vernedering en dissosiasie; 4) bedekte, skaamte-gebaseerde self, insluitend die amnesieagtige disoriëntering van plek en tyd; en 5) patrone van sikliese vertrek en terugkeer, insluitend 'n disoriëntering van plek en tyd – 'n refleksie van die vrees om alleen gelaat te word, veroorsaak deur die gewelddadige optrede teen haar. Ek het geredeneer dat, alhoewel taal/ narratiewe struktuur geneig is om narratiewe inhoud na te boots en te reflekteer (gefragmenteerde narratiewe naas gefragmenteerde self) – is daar ook die interessante moontlikheid van 'n diskonneksie tussen vorm en inhoud; en dat tematiese samehang of konsekwentheid saam met narratiewe fragmentering kan voorkom. Daar is 'n aantal kliniese kenmerke in die narratiewe wat diagnostiese kriteria bevat vir kroniese trauma-sindrome soos kroniese PTSD en DESNOS, en wat verband hou met skaamtetemas in die betrokke narratiewe. Gevolglik redeneer ek dat daar 'n substansiële oorvleueling of saambestaan is van die blootstelling aan kroniese trauma en trauma-verwante kliniese simptome, insluitend skaamte. Dit kom na vore in die geanaliseerde narratiewe, wat sonder uitsondering deur linguistiese fragmentering gekenmerk word. Ten slotte is ‘n aantal leemtes in die literatuur geïdentifiseer. Toekomstige navorsing behoort metodes en algemeen-voorkomende kroniese trauma te trianguleer en longitudinale studies, plaaslik en internasionaal, word benodig.
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Burger, Brian. "Exploring narratives of white male police officers serving in the South African Police Services in the Kwazulu-Natal midlands area under a new constitution a practical theological journey /." Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04032009-093002/.

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Wemm, Nancy R. "A Different View from the Pulpit: The Life Stories of Female Episcopal Priests." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1236648477.

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Han, Min Wha. "Rhetoricity of History and Narrativity of Life: A Life History Approach to the First-Generation Koreans in Japan." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1238100975.

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Quach, Thi Thu Trang Sucheela Tanchainan. "Modern women, sexual desire and pleasure in Urban Vietnam /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd388/4737928.pdf.

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Books on the topic "Narrative inquiry (Research method)"

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Speedy, Jane. Narrative inquiry and psychotherapy. New York: Palgrave Macmillan, 2007.

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Webster, Leonard. Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Abingdon, Oxon: Routledge, 2007.

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Bold, Christine. Using narrative in research. Los Angeles: SAGE, 2012.

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Ann-Marie, Bathmaker, and Harnett Penelope, eds. Exploring learning, identity, and power through life history and narrative research. Abingdon, Oxon: Routledge, 2010.

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Suhr, Claudia. Die Agyptische Ich-erzahlung: Eine Narratologische Untersuchung. Wiesbaden: Otto Harrassowitz, 2016.

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Asaf, Merav. Mah ha-sipur shelakh?: Modelim le-nituaḥ naraṭivim. Beʼer-Shevaʻ: Hotsaʼat sefarim shel Universiṭat Ben-Guryon ba-Negev, 2009.

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Jørgensen, Kenneth Mølbjerg, and Carlos Largacha-Martinez. Critical narrative inquiry: Storytelling, sustainability and power. Hauppauge, New York: Nova Science Publishers, Inc., 2014.

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siècle, Nouveau, ed. Territoires contemporains de la recherche biographique. Paris: Téraèdre, 2013.

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Matti, Hyvärinen, ed. Beyond narrative coherence. Philadelphia, Pa: John Benjamins Pub. Company, 2010.

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Pászka, Imre. Narratív történetformák a megértő szociológia nézőpontjából. 2nd ed. Szeged: Belvedere Meridionale, 2009.

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Book chapters on the topic "Narrative inquiry (Research method)"

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Vaux, Dana E., and David Wang. "Narrative Inquiry." In Research Methods for Interior Design, 48–66. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429029325-4.

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Richards, Lynn. "Narrative inquiry." In Using Innovative Methods in Early Years Research, 174–87. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429423871-13.

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Perrino, Sabina M. "Chapter 13. Narrative inquiry." In Research Methods in Applied Linguistics, 206–23. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.6.13per.

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This chapter describes how narratives can be useful analytical and methodological tools through a close analysis of two narrative excerpts that I collected in Senegal and Northern Italy. Both examples examine how certain interactional patterns, such as participant transposition and the co-construction of individuals’ identities and stances, are enacted and sustained in storytelling practices. These patterns would not emerge if narratives were not considered as situated speech events in which speech participants’ interactional moves (“interactional text”) are as important as the narrative content (“denotational text”). It is thanks to this narratives-as-practices approach, versus the more traditional narratives-as-texts approach, that scholars are able to unveil participants’ interactional dynamics. The two case studies, moreover, are fully contextualized and situated.
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Perrino, Sabina M. "Chapter 12. Narrative inquiry." In Research Methods in Applied Linguistics, 191–205. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.6.12per.

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This chapter examines the key role that narratives have in human communication and engagement across cultures and as fertile analytical and methodological tools. Storytelling practices allow researchers to study speech participants’ visible and veiled interactional dynamics. Besides analyzing narratives for their content (“denotational text”), scholars have studied narratives also for their pragmatic effects in the here-and-now of speech participants’ interactions, or their “interactional text,” and across various spatiotemporal configurations. During their tellings, narrators can assume and reverse roles, for example. Moreover, narratives simultaneously shape and are shaped by their surrounding context. In this light, storytelling practices are actual speech events that are (co)created, and developed, and thus need to be studied as such because of their interactional nature.
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Rahatzad, Jubin, Hannah Dockrill, and JoAnn Phillion. "Narrative Inquiry and Multicultural Education." In Research Methods in Language and Education, 407–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_30.

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Rahatzad, Jubin, Hannah Dockrill, and JoAnn Phillion. "Narrative Inquiry and Multicultural Education." In Research Methods in Language and Education, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02329-8_30-1.

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Sankaran, Shankar. "Narrative Inquiry in Project Management Research." In Design Methods and Practices for Research of Project Management, 157–68. 2nd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003469513-16.

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Barkhuizen, Gary. "Core dimensions of narrative inquiry." In The Routledge Handbook of Research Methods in Applied Linguistics, 188–98. New York : Taylor and Francis, 2020. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780367824471-17.

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Bu, Yuhua. "Literature Review, Theoretical Framework and Research Method." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 87–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_4.

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Chiu-Ching, Rosa T., and Esther Yim-mei Chan. "Teaching and Learning Through Narrative Inquiry." In Research Methods for the Self-study of Practice, 17–33. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9514-6_2.

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Conference papers on the topic "Narrative inquiry (Research method)"

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Berzins, Edgars. "Development of the Narrative Competence Domain of History Education between 2000 and 2020." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.16.

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In the realm of history education, there has been a growing focus on the development of narrative skills as a key area for academic inquiry. Research has illuminated how the ability to create, interpret, and critically assess historical narratives is integral to fostering historical thinking and consciousness among students. Notably, narrative skills extend beyond mere storytelling; they enable students to construct meaningful and accurate historical narratives that encapsulate complex interactions, cause-and-effect relationships, and varying perspectives. This article provides an in-depth look into how the domain of narrative competence in history education has evolved over a two-decade span from 2000 to 2020. The data for this investigation were extracted from articles that are part of the Web of Science Core Collection, and a variety of methods, such as the cataloguing approach, were employed to analyze the available information. The study unveils that narrative competence has increasingly become a focal point, pinpointing five key clusters of topics that support this specific educational objective. These clusters range from the theoretical frameworks used in narrative construction to pedagogical strategies aimed at improving these skills. Significantly, this review underscores that research topics relating to narrative skills and competence have progressively moved from the periphery to a more central position within the broader field of history education research. This shift indicates an acknowledgment of the critical role that narrative skills play not only in understanding history but also in shaping critical thinkers capable of analyzing the past in a nuanced manner. The analysis also implies that history educators are increasingly expected to include narrative skills in their curriculum, ultimately contributing to more effective history education. Overall, the focus on narrative competence is reshaping how history is taught and understood, underscoring its importance in the development of well-rounded students.
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Gouvea, Ezra, and Brian Gravel. "Narrative inquiry in design-based research." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.702994.

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Minguzzi, Magda, Yolanda Hernandez Navarro, and Lucy Vosloo. "Traditional dwellings and techniques of the First Indigenous Peoples of South Africa in the Eastern Cape." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15019.

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Vernacular indigenous dwellings of the Khoikhoi Peoples (First Indigenous Peoples of South Africa[1]) present in the Baviaans Kloof area in the Eastern Cape (South Africa) have been surveyed and are currently under study by the authors with the direct involvement of the community members. This research is of particular relevance because: it is conducted in a geographical area that is currently under-researched in respect to this particular theme; the dwellings are an exceptionally rare example of the use of Khoikhoi traditional techniques and materials; it was achieved with the direct engagement of the Indigenous community. The research collaboration applies a transdisciplinary approach and method – already in place with the NRF-CEP research by Dr Minguzzi – that employs a multi-layered methodology: practice-led research, community engagement/ community cultural development, influenced by narrative inquiry. In the age of globalization, it becomes necessary to study the origin and development of those buildings to understand their constructive process, the use of specific local materials as well as the consequences that the introduction of unsustainable colonial materials caused. This is an aspect that could be relevant for future reflection on how to preserve and promote the Indigenous cultural, social inclusion and sustainable built environment. The paper will define the state of the art and morphological, functional and technical analysis of contemporary Khoikhoi dwellings to identify the tangible and intangible cultural heritage and the influences of colonization on it. [1] The First Indigenous Peoples of South Africa are the San (hunter-gatherer) and Khoikhoi (herders). Two groups which, in precolonial times had overlapping subsistence patterns and use of the territory, and which, from the colonist arrival until the present, have been fighting for the recognition of their identity and heritage. In this regard see: Besten M. “We are the original inhabitant of this land: Khoe-San identity in post-apartheid South Africa”, in Adhaikari M. (2013), Burdened by Race: Coloured identities in southern Africa, UCT press, Cape Town.
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Craig, Cheryl. "Mapping Growth and Change in Narrative Inquiry Research: The Next Chapter." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888150.

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Craig, Cheryl. "Mapping Growth and Change in Narrative Inquiry Research: The Next Chapter." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888150.

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Gao, Yan. "Language Choice and Translation in Educational Research: Considerations in Cross-Language Narrative Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433118.

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Chen, Yi Yin, and Changsoo Hur. "A NARRATIVE INQUIRY ON SOUTH KOREAN CULTURE EXPERIENCE OF GHANAIAN STUDENTS THROUGH CRITICAL MULTICULTURALISM." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0557.

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Beyak, Timothy. "LEARNING PLACES AS TRANSFORMATIVE SPACES: A NARRATIVE INQUIRY OF TEACHING AND LEARNING FOR AND OF GLOBAL COMPETENCE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1659.

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Fanahei, Rostyslav. "NARRATIVE RETICULATION — METHOD OF THE COMMUNITY-BASED SOCIAL HEALING." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-22.12.2023.118.

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Probine, Sarah, Jo Perry, and Yo Heta-Lensen. "Cultivating whanaungatanga and collaboration: Exploring the impact of inquiry-based project learning on kaiako and tamariki in early childhood education in Aotearoa." In Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2301002.

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This paper examines the role of collaboration in inquiry-based project work in early childhood education in Aotearoa New Zealand. It draws upon findings from a research project exploring how inquiry-based project learning has been interpreted and undertaken in early childhood settings in this context. Inquiry-based project learning is a collaborative approach, underpinned by sociocultural theories, that supports a democratic view. The study is positioned in an interpretivist qualitative paradigm and is informed by sociocultural theories. A narrative inquiry approach informed the study design. Phase One of the project, which comprised a national questionnaire sent to all early childhood centres registered on the national ECE data base was completed in 2021. Phase Two, underway at the time of writing this paper, has involved a small number of purposively selected early childhood settings. At each of these settings, data collection has comprised an interview with the teaching team about their pedagogical frameworks, key influences and teaching practices, and a period of classroom observations focused on a current inquiry. Analysis of the data suggests that collaboration is cultivated when kaiako (teachers) prioritise whanaungatanga (sustaining connections and relationships) and have spent time developing pedagogical practices resulting in shared understandings surrounding inquiry-based project work. The impact of collaboration on the learning of tamariki (children) is demonstrated by a series of vignettes from the Phase Two data, demonstrating that developing a collaborative learning culture of inquiry fosters reciprocity, connection, theory making and problem solving.
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Reports on the topic "Narrative inquiry (Research method)"

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Henson, Donna. Thesis Review: The Manifestation of Race in Everyday Communication Interactions in New Zealand. Unitec ePress, November 2015. http://dx.doi.org/10.34074/thes.revw22015.

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This thesis presents an interesting and thoughtful autoethnographic inquiry into the manifestation of race in everyday communication interactions in New Zealand. An uncommon choice of both topic and method in the local communication disciplinary context, Revell presents a partial collaborative autoethnographic approach to the study that entails the reflexive analysis of qualitative data drawn from solicited participant diaries, semi-structured interviews, and focus groups. The resultant thesis presents a methodologically compelling and theoretically significant contribution to the field of communication research generally, and the discussion of race in the local context specifically.
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Hicks, Jacqueline, Alamoussa Dioma, Marina Apgar, and Fatoumata Keita. Early Findings from Evaluation of Systemic Action Research in Kangaba, Mali. Institute of Development Studies, April 2024. http://dx.doi.org/10.19088/ids.2024.016.

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This paper presents early findings from evaluation research embedded in a community-driven peace-building project implemented in Mali. Called the ‘Vestibule of Peace’, the project uses Systemic Action Research (SAR) to first support diverse members of selected local communities to collect and analyse life stories through mapping the systemic drivers of conflict. This causal analysis then motivates the generation of collective solutions to selected drivers through facilitated action research groups (ARGs). The SAR approach as an alternative, participatory approach to peace-building aims to engage and empower local actors to build their agency as they define and negotiate innovative pathways to achieve everyday peace. The overarching evaluation design of the Vestibule of Peace project uses contribution analysis as its overarching approach, with multiple methods exploring specific ‘causal hotspots’. This paper presents the results of in-depth case studies of ARGs as part of the SAR approach in the Kangaba region in Mali. This is one method used within the contribution analysis design which aims to describe the context, mechanisms, and dynamics of a selection of ARGs. The data sources come from documentation of the ARG processes by ARG members and project staff, interviews and reflection sessions with the participants and facilitators. After describing the internal processes of the groups, the paper then draws together a contribution narrative to share comparative findings of how the ARG processes worked for whom in what context.
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Karki, Shanta. Applying the River of Life Method to Support Reflection and Learning in Terre des hommes Nepal. Institute of Development Studies, September 2023. http://dx.doi.org/10.19088/clarissa.2023.005.

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The RoL method is a visual narrative method that helps people tell stories of the past, present, and future. Individuals can use this method to introduce themselves in a fun and descriptive way. A group can use it to understand and reflect on the past and imagine the future of a project. Besides, it can also be used to build a shared view of a process over time while acknowledging different and perhaps contradictory perspectives. The method uses drawings rather than text, making it useful in groups that do not share a common language. Metaphors from a river are used to explore aspects of a story – such as whirlpools depicting challenges or lakes suggesting a sense of calm etc. When used in a group, it is an active method, engaging people in the process of storytelling and listening through visualising their experiences and using metaphors to explore in depth. In CLARISSA, we adapted the RoL method to document our collective understanding of the story of implementation of the programme as part of the programme’s monitoring, evaluation and learning component. The purpose was to surface the details of our process of the systemic Action Research that we are undertaking with children in the worst forms of child labour and business owners. We used the same river metaphors as is often applied when the method is used with individuals.
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Rosinska, Olena. Образи батьків у молодіжних серіалах: наратив протистояння. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11748.

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The subject of the research in the publication is the method of parents-children conflicts construction and the typology of parents’ images in teen serials of Ukraine and Poland. For analysis such series as “School” (Ukraine, 2017), “First sparrows” (Ukraine (2020), “Sex, Insta and ZNO” (Ukraine, 2021), “Sexify” (Poland, 2021) have been chosen; that allows drawing parallels between these media products made at different time, specify the methods of reflecting the conflicts between parents and children, peculiarities in constructing the parents’ images in each of the series, typology of the images due to psychological problems actualized in the series. The purpose of the research is to specify media narratives in representing the parents-children conflict and images formation based on the material of teen series. The purpose of the research can be reached due to the application of content analysis as a system research technique for objective description of the available content of communication in media material; such methods of analysis as comparison, synthesis, narrative analysis. Due to the use of the above methods, the following results have been reached: summarized the typology of conflicts in the series specified outlining those storylines and characters related to these conflicts, in particular, the conflict of opinions, values and behavior; determined and systemized typological images of parents in the series being researched – aggressive parents, parents imposing their own vision of the future on a child, making them implement parents’ own dreams and comply with the stereotypes topical for them; asocial parents, parents who cannot cope with their own lives, etc.: write the narrative strategies of formation of these kinds of images. Thus, the research outlines particular media psychological problems related to the narratives in teen series made in Ukraine and Poland. The perspective of the research is the engagement of larger volume of media materials of the thematic group, determination of new problematic areas to deepen media psychological context. Key words: teen series, narrative, typology of images, conflict.
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Zerla, Pauline. Trauma, Violence Prevention, and Reintegration: Learning from Youth Conflict Narratives in the Central African Republic. RESOLVE Network, February 2024. http://dx.doi.org/10.37805/lpbi2024.1.

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This research report is a case study on the relationship between trauma, peacebuilding, and reintegration for conflict-affected youth in the Central African Republic (CAR) following the 2019 peace agreement. Based on qualitative research fielded in Spring 2022, the study examines how youth experience conflict, trauma, and reintegration in CAR, highlighting individual experiences through a participant narrative approach. In doing so, the report provides localized insight into the challenges that impact social reintegration and cohesion in fragile, conflict-affected contexts. The report further underscores the implications of these insights for local and international efforts to establish peace and security through disarmament, demobilization, and reintegration (DDR) programs and community violence reduction (CVR) initiatives. In addition to standard data collection methods such as interviews and focus group discussions, data collection undertaken for this report utilized a trauma-informed method called body mapping. The use of body maps—life size images of a human body with visual representations of experiences— in research can offer a means for individuals to reflect on potentially difficult experiences through a non-verbal process. Given the potential relevance of this tool in future studies examining the nexus between conflict, reintegration, mental health, and trauma, this report also includes discussion of the implementation of this method with considerations for others hoping to adapt it for their own use.
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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Chervinchuk, Alina. THE CONCEPT OF ENEMY: REPRESENTATION IN THE UKRAINIAN MILITARY DOCUMENTARIES. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11063.

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Research methodology. The following methods were used in this research: general scientific methods (descriptive, analysis, synthesis, comparison) and special (structural, hermeneutic, narrative, method of content analysis). We identified words related to the concept of the enemy and determined the context in which they are used by the authors of the collections Results. The formats of reflection of military reality in collections of military documentaries are investigated. It is emphasized that the authors-observers of events as professional communicators form a vision of events based on categories understandable to the audience – «own» and «others». Instead, the authors-participants go events have more creative space and pay more attention to their own emotional state and reflections. It is defined how the enemy is depicted and what place he occupies in the military reality represented by the authors. It is emphasized that the authors reflect the enemy in different ways. In particular, the authors-observers of the events tried to form a comprehensive vision of the events, and therefore paid much attention to the opposite side of the military conflict. Authors-participants of the events tend to show the enemy as a mass to be opposed. In such collections, the enemy is specified only in the presence of evidence confirming the presence of Russians or militants. Novelty. The research for the first time investigates the methods of representation of mi­litary activity in the collections of Ukrainian military documentaries. The article is devoted to the analysis of how the authors represent the enemy. Practical importance. The analysis of collections of military documentaries will allow to study the phenomenon of war and to trace the peculiarities of the authors’ representation of military reality.
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