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1
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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Craig, Cheryl J. "Opportunities and Challenges in Representing Narrative Inquiries Digitally." Teachers College Record: The Voice of Scholarship in Education 115, no. 4 (April 2013): 1–45. http://dx.doi.org/10.1177/016146811311500405.
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Background/Context Within the context of four locally funded research projects, the researcher was asked to disseminate the findings of her narrative inquiries not to the research community, which had previously been the case, but to the practice and philanthropic communities. This, in turn, created a representational crisis because practitioners and philanthropists typically do not read research reports. Purposes/Objectives/Research Question/Focus of Study In this paper, two sources previously cut off from one another—the narrative inquiry research method and the digital storytelling approach—were brought together to inform how the live research projects became represented. Setting The four research endeavors, all involving arts-based instruction and all funded by the same reform movement, were undertaken in four different school sites serving primarily underserved minority youth in the fourth largest city in the U.S. Population/Participants/Subjects The participants were mainly teachers, although some principals, students, and grandparents contributed to certain digital representations. Research assistants were also highly involved. Conclusion This meta-level “inquiry into inquiry” traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries (narrative inquiries represented through digital story) attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned. While this “inquiry into inquiry” addresses definitional and others queries at the intersection where narrative inquiry and digital stor y meet, other questions remain to be addressed that will necessitate future research.
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Foxall, Fiona, Deborah Sundin, Amanda Towell-Barnard, Beverly Ewens, Vivien Kemp, and Davina Porock. "Revealing Meaning From Story: The Application of Narrative Inquiry to Explore the Factors That Influence Decision Making in Relation to the Withdrawal of Life-Sustaining Treatment in The Intensive Care Unit." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110283. http://dx.doi.org/10.1177/16094069211028345.
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This paper considers the effectiveness of narrative inquiry as a research method in collecting and analyzing stories from a purposive sample of intensive care nurses and doctors, regarding their perceptions of the factors that influence decision-making in relation to the withdrawal of life sustaining treatment. Delaying the withdrawal of treatment when it is clearly indicated, may result in unnecessary patient suffering at the end of life, distress for the family as well as moral distress for staff. In narrative inquiry participants’ first-hand accounts of their experiences are told through story; the focus of analysis is the story, with the story becoming the object of investigation. Initially, participants’ stories were restoried to produce narratives that were co-constructed between researcher and participant. Narrative analysis, employing McCormack’s lenses and the interconnected analytical lenses, facilitated vertical analysis of each narrative. Horizontal analysis through thematic analysis facilitated the derivation of themes that were consistent within or across narratives. We detail here how narrative inquiry methodology was effective in revealing the meaning participants gave to their decision-making experiences through story, offering a broader understanding of the factors that impact on decision-making regarding the withdrawal of life-sustaining treatment. The study’s findings were powerful, derived from narratives rich and thick in description, depicting a multi-dimensional interpretation of the participants’ perceptions of their decision-making experiences. Participants experienced transformative learning through the narrative process, which led to changes in ways of working in the study setting. Recommendations arose to enhance clinical practice and education in this vital area of practice as a result of this study. The application of narrative inquiry enabled the discovery of significant findings as an avenue to challenge legislation and current opinion regarding the autonomy and role of the family in decision-making.
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Mueller, Robin Alison. "Episodic Narrative Interview: Capturing Stories of Experience With a Methods Fusion." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691986604. http://dx.doi.org/10.1177/1609406919866044.
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Episodic narrative interview is an innovative, phenomenon-driven research method that was developed by integrating elements from several qualitative approaches in a methods fusion. Episodic narrative interview draws on critically oriented theoretical foundations and principles of experience-centered narrative and includes features from narrative inquiry, semistructured interview, and episodic interview. The purpose of episodic narrative interview is to better understand a phenomenon by generating individual stories of experience about that phenomenon. As such, an episodic narrative interview participant provides nested narrative accounts of their experiences with a social phenomenon, within the context of a bounded situation or episode. In this article, the author details the foundations of the episodic narrative interview approach and describes how the method is designed and implemented. The significance of episodic narrative interview is also explored, especially in terms of the ways in which it produces tightly focused, phenomenon-centered narratives that are reflective of particular bounded circumstances.
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Pervin, Nasrin, and Mahani Mokhtar. "Reflections on Doing Narrative Inquiry Research: From the Lens of Interpretive Paradigm." Malaysian Journal of Qualitative Research 09, no. 01 (May 31, 2023): 49–61. http://dx.doi.org/10.61211/mjqr090104.
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So far, there has been limited research work published regarding how narrative inquiry can be taken as a qualitative approach under the interpretive framework to investigate the experiences of professional women in their lives pertaining to their professional growth in a patriarchal society. This paper is a reflection on doing narrative inquiry research regarding the challenges that women educators face in a patriarchal society i.e. Bangladesh, for their professional growth. Various scholars have asserted that interpretive research, underpinned by philosophical approaches, is a major framework and method of social science research to understand social reality from diverse perspectives. With this backdrop in mind, this article draws upon the first-hand experience of the researcher while conducting a pilot study for a doctorate project to address how a novice researcher can position herself/himself within the interpretive research paradigm to do a narrative inquiry to address a specific research problem. Although somewhat subjective and based on the researcher’s work experience, the understanding of the interpretivist paradigm is discussed within a local context with its limitations that have deep social and cultural foundations. The reflections are based on the researcher’s subjective perspective to shed light on novice researchers who are considering using the narrative inquiry approach as a methodology for their research study. These reflections work as a guide for beginner scholars who are interested in narrative research to understand how to derive meaning from the context of lived experience using an interpretivist paradigm. It also highlights the importance of developing a methodological theoretical approach to address research problems arising from participant real-world experiences.
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Hyeon-Suk, Kang,, and Shin, Hye-Won. "RECONSTRUCTION OF SOCIAL SCIENCE AND HUMANITIES THROUGH NARRATIVE." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 134–40. http://dx.doi.org/10.18510/hssr.2019.7517.
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Purpose: The purpose of this paper is to present new directions and research strategies through critical analysis of the academic tendencies of existing social science and humanities. The narrative theory of human experience is adopted as a theoretical rationale for critical analysing existing social sciences and humanities. Since the 1970s and 1980s, the academic tendencies of the humanities and social sciences have been transformed into the narrative turn. We focus on the new integrity of humanities and social sciences in light of the narrative theory that approaches the totality of human life. The narrative theory for academic inquiry makes use of the position of Bruner, Polkinghorne, Ricoeur
Methodology: We reviewed the literature related to the research topic and took an integrated approach to the philosophical analysis of core claims.
Main Findings: As a result, the narrative theory has a characteristic approach to human life and experience as a whole, and it is possible to integrate by narrative ways of knowing.
Implications/Applications: Based on this narrative theory, existing humanities and social sciences need to be reconstructed into narrative science. And a narrative method or narrative inquiry is useful as its specific inquiry method. As a narrative science, humanities and social sciences can be implemented by the integration of human experience and narrative epistemology. It has the advantage of integrating the atomized sub-sciences into the narrative of human experience according to this new method. Also, in-depth research on concrete exploration strategies is expected in the future.
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TSANG, Kwok Kuen, and Tina BESLEY. "Visual Inquiry in Educational Research." Beijing International Review of Education 2, no. 1 (April 3, 2020): 2–10. http://dx.doi.org/10.1163/25902539-00201002.
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In visual culture, people would like to perceive, express, and negotiate the meanings of social world visually so that the status of the visual has reached that of written word and narrative. Therefore, social researchers are motivated to develop visual methodologies to examine the visual dimension of social worlds. According to them, the visual methodologies could generate richer information for us to understand social phenomena than the traditional quantitative and qualitative methodologies. Therefore, there is a burgeoning uptake of visual research methods in different fields of social sciences. Considering the ubiquity and importance of the visual in the world for education, the Beijing International Review of Education has organized this special issue to discuss some of the theoretical and methodological issues of visual research methods in educational research.
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Schnee, Emily. "Writing the personal as research." Narrative Inquiry 19, no. 1 (September 25, 2009): 35–51. http://dx.doi.org/10.1075/ni.19.1.03sch.
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Despite exponential growth in the field of narrative inquiry, personal narrative writing by research participants remains a seldom used research method. This article explores what it meant to the author, a former writing instructor, and her participants, adult college students, to use personal narrative writing by research participants as part of a larger qualitative study that examined the impact of college on adult worker education students. The author found that writing the personal was one way for adult students to begin to locate and critically interrogate their educational experiences and begin to revise their understandings of their educational journeys. This article explores the potential of personal narrative writing to engage participants in a research paradigm that moves them towards a more structural understanding of their previous educational failures and a heightened sense of their agency.
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Castillo Villapudua, Karla Yudit. "CONCEPCIONES EPISTEMOLÓGICAS EN HISTORIA: EL ESTUDIO NARRATIVO DE UN PROFESOR-INVESTIGADOR." Revista Cognosis. ISSN 2588-0578 2, no. 3 (August 15, 2017): 43. http://dx.doi.org/10.33936/cognosis.v2i3.799.
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Este artículo presenta una parte de los resultados de un estudio narrativo que aborda las concepciones epistemológicas de un profesor investigador en Historia. Los hallazgos se basan en el método de investigación narrativa y entrevistas a profundidad. Encontramos once categorías que describen las concepciones epistemológicas que conforman su práctica investigativa: posición epistemológica, la Historia y otras disciplinas, el tiempo en la Historia, las fuentes en la Historia, limites epistemológicos de la Historia, rupturas paradigmáticas, corrientes epistemológicas en el siglo XXI, empirismo en la Historia, la imaginación en la Historia, concepción de ciencia y prejuicios hacia la Historia.Por último, reflexionamos que este profesor-investigador tiene suma claridad sobre sus concepciones epistemológicas, rescatando el valor del conocimiento y socialización de la teoría de la Historia como un eje que favorece la calidad de la investigación y enseñanza de esta disciplina.
PALABRAS CLAVE: investigación narrativa; concepciones epistemológicas; epistemología; teoría de la historia; historia.
EPISTEMOLOGICAL CONCEPTIONS IN HISTORY: THE NARRATIVE STUDY OF A TEACHER-RESEARCHER
ABSTRACT
This article presents some of the results of a narrative study that deals with the epistemological conceptions of a research professor in history. The findings are based on the method of narrative inquiry and in-depth interviews. We found eleven categories that describe the epistemological concepts that make up its research practice: epistemological position, history and other disciplines, time in history, the sources in history, history, paradigmatic, current epistemological ruptures in the 21st century, empiricism in the history, imagination in history, conception of science and prejudices towards the history epistemological limits. Finally, we think that this professor has utmost clarity about their epistemological conceptions, recovering the value of knowledge and socialization of the theory of history as a shaft which promotes the quality of the research and teaching of this discipline.
KEYWORDS: narrative inquiry; epistemological conceptions; epistemology; theory of history; history.
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Lestari, Ambar Sri, and Rosmayasari Rosmayasari. "The Professional Identity Development of Prospective Teachers Uses A Narrative Inquiry Approach." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (August 18, 2023): 950–61. http://dx.doi.org/10.33650/al-tanzim.v7i3.5938.
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This study examines prospective teachers' identity development in facing various challenges in their professional practice. Using a qualitative research method with a narrative inquiry approach to explore the experience and self-development of prospective teachers in teaching practice Collecting data through observation and interviews and using Clandinin's three interpretive narrative analysis tools, namely: expanding, exploring, and retelling narratives in interpretive ways to change the text the field became reflected in the research discourse Four teacher candidates were recruited as participants and agreed to take part in the research. The findings of this study reflect the main themes in the framework of the professional needs of prospective teachers through self-development through professional learning communities and the practice of teaching skills. This research has implications for forming the identity of prospective teachers as professional agents who need to be strengthened by experience in teaching practice.
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Je, Sukhee, and Sunnam Choi. "An Ontological narrative Inquiry on Art Therapist’ Art Diary Experience." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 319–40. http://dx.doi.org/10.22251/jlcci.2022.22.17.319.
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Objectives The purpose of this study is to understand what art therapists experience in the process of painting diary and what meaning those experiences have in the life of an art therapist.
Methods The inquiry method was an autobiographical inquiry, and among the qualitative research methods, the method of narrative inquiry was used. The research procedure was conducted from January 2021 to April 2022, and the analysis contents of the art therapist's analysis process and the researcher's flower drawings and diary writing were used as artifacts.
Results As a result of the investigation, the picture diary is a promise to the father, a pure record that connects the past and the present, and the image, that is, the flower painting, freed emotions and experiences. Also, although the analysis was painful, it became the basis for growth and healing, and the picture diary was a process of having time to immerse myself in my inner voice.
Conclusions This investigation was a courageous challenge for me as an art therapist to look back on my life through a picture diary, and it was a process of loving myself.
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Ball, Jessica. "An arts-based, peer-mediated Story Board Narrative Method in research on identity, belonging and future aspirations of forced migrant youth." Migration, Mobility, & Displacement 5, no. 1 (May 31, 2020): 83–93. http://dx.doi.org/10.18357/mmd51202019628.
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An innovative, arts-based, peer-mediated Story Board Narrative method of data collection in an ongoing, multi-sited Youth Migration Project is described. The research explores negotiated identity, belonging and future aspirations of forced migrants aged 11 to 17 years old living temporarily in Thailand and Malaysia. The unique data collection method centres meaning making by youth about their forced migration and adaptation in often hostile and precarious conditions. Primary data are youths’ narrative accounts of an arts-based Story Board that each youth creates over a four week period and then presents to a small group of migrant peers. Follow-up sessions invite youth to revise their Story-Board and their narrative, with inquiry led by peers rather than research facilitators. The method positions youth as experts and in control of their own stories. Story Board Narratives are audio-taped, transcribed, and content analyzed by a team of investigators who also have migration experiences. Unlike other visual methods that prescribe drawings and focus on the visual production, this method allows youth to direct their own visual representations and the narrative associated with them. The method enables a developmental process whereby youths’ introspection, discussions, and representations of the impacts of forced migration evolve over time. This emergent, participatory, arts-based method as the centerpiece in a mixed method research design yields richly nuanced and often unexpected findings that may not have been generated through methods that are more prescriptive, structured, investigator-centered, and deductive.
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Kim, Byungsun. "A Narrative Research on Characteristics of a University Student with Low English Achievement." Korean Society for Teaching English Literature 27, no. 3 (December 31, 2023): 131–45. http://dx.doi.org/10.19068/jtel.2023.27.3.05.
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This study is a narrative research on characteristics of a university student with low English achievement. As a narrative inquiry method, understanding of personal experiences through the context of life and three-dimensional narratives such as time, sociality, and place were considered in the interaction between time continuity and the social environment. Research participant is a freshman in C university located in Gangwon-do and he is majoring in social welfare. He hated English in the past and is not interested in English now. Content analyses of his narrative revealed five characteristics of university learner with low English achievement. First, he refused to learn English. Second, he has no chance to meet good English teachers who pay attention to low level English learners like him. Third, he has had difficulties in learning English. Fourth, he has not felt much discomfort even though he has low English achievement. Fifth, he has not had any practical experience regarding the necessity of English.
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Daud, Afrianto. "Becoming an English Teacher: An Autobiographical Narrative Inquiry." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (March 30, 2021): 90–98. http://dx.doi.org/10.35445/alishlah.v13i1.405.
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This paper documents a fragment of a story in my life that plays a significant role in shaping my identity as an English teacher and influencing me in deciding to become an English teacher as my career choice. This study's research question is 'how and why did I decide to become an English teacher?'. This study was conducted using the "narrative inquiry" method underthe qualitative research paradigm. The study is carried out by describing an individual's life, collecting and retelling parts of his life relevant to the research topic. In this study, the fragments of the story that are retold are the writer's own experience. This study shows that a person's journey to become a teacher can start long before he/she enters a teacher education institution. A person's decision to become a teacher can come internally and come from external factors, such as the influence of 'significant others', socio-cultural factors, economic factors, and teacher political factors. All of these factors are intertwined or influence a person's final decision on whether to choose a career as a teacher or not.
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Lugo, Victoria, and Carol Gilligan. "Narratives of Surviving and Restoration: “Here I Am a Total Llanera Woman”." Qualitative Inquiry 25, no. 9-10 (November 15, 2018): 1091–100. http://dx.doi.org/10.1177/1077800418809125.
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This article is about survival and resistance in the context of armed conflicts, such as the one in Colombia. The story of Anna, a “Total Llanera woman” was constructed during the inquiry “Narratives of Surviving and Restoration” conducted in Manizales, Colombia. Working within a socioconstructionist framework and with narrative therapy assumptions, the inquiry was designed to comprehend the survival process of people affected by the armed conflict, through a narrative and action research process. The story of Anna was analyzed using the Listening Guide Method, which intended to offer a way of tuning into the polyphonic voice of another person. The voices identified were enduring, caring, fighting, and what’s not right. The article presents the analysis of each voice and also the movement, the tensions, the harmonies and the dissonances between the different voices.
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Roy, Alastair. "Field work reflections: Journeys in knowing and not-knowing." Qualitative Social Work 15, no. 5-6 (August 1, 2016): 748–61. http://dx.doi.org/10.1177/1473325016657868.
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In this paper, I retrace my interest in narrative forms of inquiry. I begin by revisiting a series of research projects that I conducted early in my career, describing some of my own dissatisfactions with the methods I used at the time. I move on to a detailed re-examination of my first piece of narrative research, completed during my PhD. In that project I used a narrative pointed psychosocial method in an attempt to develop new knowledge in the field of drugs, ‘race’ and ethnicity. In the final section, I consider what I have learned from this approach in terms of knowing and not-knowing and how I have used this experience to explore different approaches to narrative inquiry. I finish by drawing out some lessons I have learned from these different studies, which I hope might be of relevance to other social work researchers.
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Bishwakarma, Lila Bahadur. "Caste-based Discrimination in Schooling: A Narrative Inquiry." Nepalese Journal of Development and Rural Studies 14, no. 1-2 (December 10, 2017): 56–62. http://dx.doi.org/10.3126/njdrs.v14i1-2.19648.
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This paper based on my MPhil dissertation which attempts to exemplify the way of caste-based discrimination practices around schools premises. The Dalit teachers who underwent various forms of such discrimination practices in their school life at different places of Dhading District are the narrated life hi/stories while pledging narrative inquiry. The method was developed with interpretive research paradigm as narratives had immeasurable potentialities to construct meaning of socio-cultural situatedenss of Dalits’ lives and caste-based schooling approach. I, as narrative inquirer, affirmed Freirean perspective to get insight on the nature of Dalit discrimination at school and the way they cope with it. Due to discrimination, there would be high rate of irregularity and dropout even still there is. However, at this context due to various reasons and efforts flexibility (improvement) is being taken places against caste-based discrimination at school in the name of inclusivity, encounters aged-long concept of social exclusion, in present days. It is, perhaps, because of transformative educational approach for a few decades. Transformative education is one of the best means to address Dalit issue with the advocacy of equality and equity. It is significant green signal of transforming ranked society into democratic one. Nepalese Journal of Development and Rural StudiesVol. 14 (Joint issue) (1&2), 2017, Page: 56-62
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Farani, Rizki. "Reflecting Experiences on Using Blended Learning: A Self Narrative Inquiry Research." Jurnal Kiprah 9, no. 2 (December 31, 2021): 100–107. http://dx.doi.org/10.31629/kiprah.v9i2.3519.
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Blended learning (BL) has widely implemented in higher education setting. However, the application of BL presents a wide range of variation. BL is conducted based the consideration of modalities, methods and instruction. As the impact, each instructor has different strategies in applying BL. Therefore, it is important to explore BL practices in order to recognize strength and weakness of BL in different context. In this self-narrative inquiry research, I would like to narrate my personal experience in implementing BL on some theoretical courses in a bachelor program. The stories cover my BL practices from 2015 until 2019 which explain about modalities, methods and instructions selections. In narrating my stories, I highlight benefit and challenges of every BL practice to emphasize personal reflection from past, present and future events. By connecting three life events, I offer a reflection on how to select effective BL practice based on technical considerations, teaching strategies and instructional design. The reflection is expected to provide a reference for educators in designing blended learning for higher education.
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Arifatin, Fais Wahidatul. "A Narrative Inquiry Study on Language Learning Through Pop-Up Book." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 8, no. 3 (August 23, 2022): 1021. http://dx.doi.org/10.32884/ideas.v8i3.912.
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This is a narrative inquiry research that focuses on students perceptions and experiences in language learning using a pop-up book. The aim of this study is to know the influence of pop-up book in learning language through students perception. The use of media in learning is considered very important so that researcher focused on language learning by using realia media in the form of pop-up books. Narrative inquiry research is a form of qualitative research in which researcher obtains data from documentation and student interviews. This research was conducted at MTs Muhammadiyah 13 Solokuro, at the 7th grade level with a total of 9 students. The study took place from March to May 2022. The results of this study indicate that students have a good perception of language learning using pop-up and of course they have new experiences with the methods applied in the learning. There have been many studies on the development and application of a method in learning, while this time the researcher choses to look for something different by looking at the stories, perceptions and experiences of students.
Penelitian ini adalah penelitian inquiri naratif yang berfokus pada persepsi dan pengalaman siswa dalam pembelajaran bahasa dengan menggunakan pop-up book. Tujuan dari pada dilakukannya penelitian ini untuk mengetahui seberapa berpengaruh media pop-up book dari persepsi siswa. Penggunaan media dalam pembelajaran dirasa sangat penting sehingga peneliti berfokus pada pembelajaran bahasa dengan menggunakan media realia berbentuk pop-up book. Penelitian inquiri naratif ini adalah bentuk penelitian kualitatif yang mana peneliti mendapatkan data dari dokumentasi dan juga interview siswa. Penelitian ini dilaksanakan di MTs Muhammadiyah 13 Solokuro, pada jenjang kelas 7 yang berjumlah 9 siswa. Penelitian berlangsung dari bulan Maret sampai Mei tahun 2022. Hasil dari penelitian ini menunjukkan bahwa siswa memiliki persepsi yang baik terkait pembelajaran bahasa menggunakan pop-up dan tentu mereka memiliki pengalaman yang baru dengan metode yang diterapkan dalam pembelajaran tersebut. Sudah banyak dijumpai penelitian tentang pengembangan dan penerapan sebuah metode dalam pembelajaran, sedangkan kali ini peneliti memilih mencari hal yang berbeda dengan melihat dari cerita, persepsi, serta pengalaman siswa.
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Ahmad Tarmizi, Mohd Shahrul Hisham, Sharmiza Abu Hassan, Mohd Fuad Md Arif, and Luqmanul Hakim Zulkornain. "A Hermeneutic Phenomenological Study of the Encountering of Hikayat Raja Pasai as A Hero’s Journey via Animated Drawing." International Journal of Creative Multimedia 2, no. 2 (September 30, 2021): 51–70. http://dx.doi.org/10.33093/ijcm.2021.2.2.4.
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This research utilised the practise-based method of art focussing on the hero’s journey and his inquiry in the search for information and knowledge related to Hikayat Raja Pasai; a Malay mythological narrative, for the conceptual framing within phenomenology and methodology (practise-based research). Therefore, this research unfolds the creative process revealing the gaps in reading the narrative into drawing practise, animation making, and hermeneutic phenomenology method as an important instrument in practise-based research.
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Annan, Jean, Anna Priestley, and Roger Phillipson. "Narrative psychology: A tool for ecological practice." Kairaranga 7, no. 2 (July 1, 2006): 20–27. http://dx.doi.org/10.54322/kairaranga.v7i2.53.
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This article suggests that while educational psychology espouses an ecological view of human development, the implementation of practices that reflect this perspective has often been obstructed. In many circumstances, practices that attribute problems to individuals, or groups of individuals, continue. These contrast with ecological practices that position problems in the interaction between people with various needs and their particular worlds. The article suggests that many educational and community systems operate to maintain individual-centred practices and that many tools currently available to educational psychologists were developed for more traditional approaches. Narrative inquiry is recommended in this article as one available toolthat supports ecological practice. The article, presented in two parts, discusses the shared theoretical foundations of ecological practice and narrative inquiry. It illustrates one way in which narrative inquiry integrates with familiar patterns of practice in educational psychology. The narrative approach to psychology is presented here as a way of thinking and talking about practice rather than as a therapy or a method of scientific research.
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Sharma, Tribhuwon, Bhagwan Aryal, Bhumidatta Poudel, and Hricha KC Pandey. "Sexual Harassment in Female Students at Tribhuvan University: A Narrative Inquiry Research." Quest Journal of Management and Social Sciences 5, no. 2 (December 31, 2023): 234–43. http://dx.doi.org/10.3126/qjmss.v5i2.60869.
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Background: Higher education establishments in Nepal also disclose information on sexual harassment incidents. Sexual harassment is a detrimental encroachment onto the educational domain that extends beyond scholarly discussions. It is an undesirable, offensive, and frequently menacing behaviour that jeopardises a student's well-being. Objectives: This study examines the experiences of female students at Tribhuvan University regarding sexual harassment in the classroom. It aims to assess the prevalence of sexual harassment and identify its various forms among female students. Methods: Adopting a qualitative narrative inquiry research design, we included teachers and students from the Central Department of Education, with information collected from selected female students until data saturation was reached. In-depth interviews were used as the primary data collection method, and both primary and secondary sources were qualitatively and descriptively analysed. Results: The findings reveal a disturbing reality where female students at Tribhuvan University faced sexual harassment from their classmates, teachers, and university staff. The study identifies three primary forms of sexual harassment: verbal, physical, and cyber sexual harassment. Cybersexual harassment emerges as the most prevalent form, significantly impacting the physical and mental well-being of the affected students. Conclusion: Sexual harassment occurs in Nepalese higher education institutions, although it is less common among female students who are able to voice their concerns in an articulate and natural way. Those who feel intimidated struggle to voice their opinions or live in fear of facing a higher risk. The detrimental effect of this type of sexual harassment on the personality development of female students is emphasised. Keywords: Girl student, Sexual harassment, Tribhuvan University, Forms of sexual harassment
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Arifatin, Fais Wahidatul. "A NARRATIVE INQUIRY STUDY ON LANGUAGE LEARNING THROUGH POP UP BOOK." Jurnal Bahasa Lingua Scientia 14, no. 1 (June 16, 2022): 113–27. http://dx.doi.org/10.21274/ls.2022.14.1.113-127.
Full textAbstract:
This research is a narrative inquiry research that focuses on students' perceptions and experiences in language learning using a pop-up book. The use of media in learning is considered very important so that researcher focused on language learning by using realia media in the form of pop-up books. Narrative inquiry research is a form of qualitative research in which researcher obtains data from documentation and student interviews. This research was conducted at MTs Muhammadiyah 13 Solokuro, at the 7th grade level with a total of 9 students. The study took place from March to May 2022. The results of this study indicate that students have a good perception of language learning using pop-up and of course they have new experiences with the methods applied in the learning. There have been many studies on the development and application of a method in learning, while this time the researcher choses to look for something different by looking at the stories, perceptions and experiences of students.
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Czura, Anna. "Book Review: Gary Barkhuizen, Phil Benson, Alice Chik, Narrative Inquiry in Language Teaching and Learning Research, New York and London: Routledge, 2014." Anglica Wratislaviensia 54 (November 15, 2016): 183–87. http://dx.doi.org/10.19195/0301-7966.54.12.
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Since the beginning of the twenty-first century, research methodology in the field of language learning and teaching has taken a narrative turn and, consequently, a growing number of empirical studies have employed narrative inquiry methods to investigate different facets of second language acquisition. Narrative inquiry in language teaching and learning research, a volume authored by Gary Barkhuizen, Phil Benson and Alice Chik, aims to provide a concise and practical introduction to different approaches to designing, implementing, analysing and reporting oral, written and multimodal narrative data in studies on second language learners and teachers. In this review I discuss the general relevance of narrative studies in the field and, after a brief summary of the six chapters, I offer a critical analysis of the book’s content.
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Bocharova, Olena, and Aneta Kamińska. "Narrative Interviewing in Research on the Education of Talented Learners Based on the Own Previous Research." Multidisciplinary Journal of School Education 11, no. 2 (22) (December 28, 2022): 13–26. http://dx.doi.org/10.35765/mjse.2022.1122.01.
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The main goal of this article is to demonstrate the significant value of using narrative interviews in research on the education of talented learners. The authors decided to highlight the value of such research in the case of a specific group of learners. However, it might prove valuable to mention the special features of that method and some challenges that can appear in such research.
The authors investigate the importance of applying narrative inquiry, especially narrative interviewing, in research on talented individuals. As for the research approach, it is embedded in qualitative methods. The authors present a retrospective secondary analysis based on their previous research into talented people’s experience of education, from an approach of both writer and reviewer.
The introduction contains an outline of the subject of the text. Then, a description of narrative interviews and of talented learners is presented. The research method is also characterized. The previous results regarding talented learners’ experience of education are presented. Finally, the research results and recommendations for research practice are provided.
The narrative interview technique proved to be a suitable method for the social sciences. It is appropriate for research on talented learners and their experiences within the educational process. Thanks to narrative interviews, researchers can reveal many important matters, such as learners’ intellectual talents and accomplishments, their relationships with themselves and other people, and some important common patterns of their functioning, such as perfectionism or non-conformism. Moreover, the research material can very rich and researchers can interpret it in very interesting ways so that the readers (educators and parents) can understand this particular group of learners and provide them with a convenient, conducive educational environment.
The final section consists of some possibilities for researchers who want to use narrative interviewing as a method of research. The authors suggest obtaining some psychological and interpretative skills and building good relationships with the narrators.
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Patterson, Carmel. "Constructing narrative and phenomenological meaning within one study." Qualitative Research Journal 18, no. 3 (August 13, 2018): 223–37. http://dx.doi.org/10.1108/qrj-d-17-00033.
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Purpose The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena. Design/methodology/approach This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences. Research limitations/implications Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings. Practical implications These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning. Originality/value This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.
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Khatiwada, Thamindra. "Caste-based Transformation in Dalit Community: A Narrative Inquiry." Patan Pragya 10, no. 01 (December 31, 2022): 197–208. http://dx.doi.org/10.3126/pragya.v10i01.50760.
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This article attempts to explore the way of caste-based transformation in Mudkhu of Tarkeshwor Municipality in Kathmandu. The method was developed with interpretive research paradigm as narratives had immeasurable potentialities to construct meaning of socio-cultural situations of Dalits’ lives and caste-based transformation. I, as narrative inquirer, studied the Dalit based caste transformation on occupation, educational system and cultural practices. Caste-based discrimination was severely practiced in society in the past. However, it is decreasing day by day at present. Due to various reasons and efforts flexibility is being taken places against caste-based discrimination in the society. It is, perhaps, because of transformative educational system, in the recent decades, the structure and the functioning of the caste system and its economic and social aspects are greatly changing. The rigidities of the caste system are changing. Education is one of the best means to address Dalit issue with the advocacy of equality and equity. All these restrictive measures have been changed. Education, awareness and modernization are the best means to address Dalit issue with the equality and equity.
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Kim, Ok-hee, and Myeung-chan Kim. "A Narrative Inquiry on the Life of Female Suicide Survivors." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 263–79. http://dx.doi.org/10.22251/jlcci.2023.23.4.263.
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Objectives This study aims to understand the lives of suicide survivors through research and to present practical measures that can be applied in counseling psychology.
Methods The researcher approached through a narrative inquiry method. Narrative inquiry was carried out in the order of research design, entering the research site, text composition at the research site, composition of the research text from the field text, and writing the research text. The text was constructed by conducting five in-depth interviews with the study participants, and the stories of the study participants were interpreted and analyzed in the three-dimensional narrative space (time, spatiality, and sociality) presented by Clandinin and Connelly.
Results In terms of time, the themes of childhood when she was born as the third daughters of rich daughter family and spent her life in fear of being abandoned, involuntary work life shackled by Big Mother, meeting an adoptee and breaking fantasy while living abroad at the invitation of her sister, maladjustment of a black-haired husband, and suicide of husband and forming a new family were appeared. In terms of spatiality, the themes appeared as Cinderella’s prison, where dreams were reserved, a gloomy world as a lonely alien, family violence in a symbolic violence society, and exposure to violence of gaze. In terms of sociality, the themes of heteronomy using obedience as the rule’s of conduct in life, reservation of self-rights into solidified habit, self-returning of criticism, daughter as a purpose of life, not a daughter, and reconstruction of memory as co-victim and discovery of a path to revival were appeared.
Conclusions Based on the results the researcher discussed social prejudice and criticism experienced by the narrator, excessive guilt and shame, and harsh cultural violence against suicide survivors, especially female spouses and proposed a suggestion that support the recovery of suicide survivors and their lives in terms of counseling based on the discussion.
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Bamijoko-Okungbaye, Abiola. "The Lived Experience of Anxiety Disorder Patients: Narrative Inquiry." Journal of Health Education 5, no. 2 (September 30, 2020): 55–60. http://dx.doi.org/10.15294/jhe.v5i2.38348.
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Background: Anxiety disorder patients tend to feel that they are misunderstood and judged. Their lived experiences were understudied in clinical setting where the focus is mostly on their response to treatment. Apart from the stigma associated with the disorder, they face negative social perceptions, which affect their ability to interact with their community, disrupting their healing path. A narrative account in mental health can lead to the creation of a healthier society. This research examines how people with anxiety disorders view themselves and ascribe meaning to the stigma surrounding their condition.
Method: A narrative analysis of case studies in Europe, each patient sharing their in-depth lived experiences with anxiety disorders.
Results: Nadir's experience was initially expressed and as the participants gained a moderate, balanced level of self-awareness through narrative approaches, they quickly develop coping strategies that are essential to their recovery.
Conclusion: Narrative mental health might be an area that needs refocusing during the treatment of anxiety disorders patients.
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Meraz, Rebecca, Kathryn Osteen, and Jocelyn S. McGee. "UNCOVERING DEEPER MEANING: APPLYING MULTIPLE METHODS OF DATA ANALYSIS IN NARRATIVE INQUIRY WITH OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S774. http://dx.doi.org/10.1093/geroni/igz038.2845.
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Abstract Personal narrative is at the heart of how humans share information, represent identity, and convey ideas. Using narrative inquiry, researchers may gain some insight into an individual’s personal understanding of the events in their life. Although many narrative investigations report themes from study data, there is no single, well defined approach to data analysis in narrative research. We describe how applying multiple methods of systematic evaluation to narrative data leads to a deeper and more holistic understanding of told stories about medication-taking decisions among older heart failure (HF) patients. In this paper, we share a more holistic interpretation of the decision making process by applying Riessman’s thematic, structural, and performance analysis provided a method for analyzing the data beyond the spoken words. Data was transcribed verbatim then arranged according to the essential discourse between the participant and researcher, the intact story, and the story elements needed to facilitate each method of evaluation. The data analysis process outlined in this article contributes to the academic discourse and knowledge supporting the use of multiple methods of systematic evaluation to uncover deeper meaning in narrative data. In clinical practice, care should be guided by a deeper and holistic understanding of the decisions patients make about whether to take or not take a HF medication.
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Jeon, Young A. "An Autobiogrphical Narrative Inquiry on Woman's Experience of Post-Traumatic Disability." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 16 (August 31, 2023): 581–605. http://dx.doi.org/10.22251/jlcci.2023.23.16.581.
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Objectives The purpose of this study is to understand meaning of my own experience by exploring the experiences of post-traumatic disability experienced in adulthood with autobiographical narrative inquiry.
Methods Research puzzle was built what life story do I form when it comes to experiencing post-traumatic disability. Based on data such as my own memories, diaries and memos, I reconstructed the narrative in consideration of the three-dimensional narrative exploration space, “Temporality, Sociality, and Place”. The meaning of the experience was derived according to the narrative exploration procedure of Clandinin and Connelly(2000).
Results As a result of the study, First, the story of living as a relational being was reconstructed into six narratives: “A body trapped in a body, a voice that came in an urgent moment, choosing to be a mother rather than a daughter, numerous Samaritans who constantly became my neighbor, reaching out with new invitations, and a family who was with me through a long tunnel.” Second, the story of living in relation to the body was reconstructed into four narratives: “A broken jar, I am not disabled, a flawed pottery is beautiful, and I wake up to the fountain of life, not a jar.” The meaning of the experience is revealed through the exploration of the story lived after the disability in adulthood. First, “the scales are peeled off in my eyes and I see them right away,” second, “invitation to connect to my neighbors and the world beyond me,” and third, “a journey to accept self-acceptance and life as a whole.”
Conclusions Through this autobiographical narrative inquairy, I hope that the understanding of the experience of living with disability in adulthood and damaged bodies will extend beyond the understanding of individual humans to the understanding of the lives of the disability in adulthood. And I made a suggestion based on the research results.
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Sarasa, Maria Cristina, and Luis Gabriel Porta. "Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program." Latin American Journal of Content & Language Integrated Learning 11, no. 1 (September 7, 2018): 141–64. http://dx.doi.org/10.5294/laclil.2018.11.1.7.
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This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.
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Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (June 24, 2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.
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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.
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Lestari, Ika, Maman Suryaman, and Nina Puspitaloka. "STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 354. http://dx.doi.org/10.22460/project.v5i2.p354-359.
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This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning. Keywords: Online learning, English Learning, Students’ Experiences
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Ko, Ara, and Jaeyoung Hong. "Analysis of Narrative Inquiry Trends in the Field of Special Education in Korea(2000~2021)." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 631–47. http://dx.doi.org/10.22251/jlcci.2022.22.11.631.
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Objectives The purpose of this study is to provide basic information to researchers who want to carry out narrative inquiry in the field of special education in the future.
Methods 51 narrative studies in the field of special education in Korea were analyzed from 2000 to 2021. For analysis, analysis criteria were established through a review of prior research, and based on this, analyzed by journal, publication year, research participants, number of participants, research topics, disability area, number of participants, data formation methods, interview period and number of times.
Results As a result of the analysis, 11.8% of the papers to be analyzed were published in ‘Korean Journal of Early Childhood Special Education’ and 9.8% in ‘Journal of Special Education: Theory and Practice,’ with a total of 21.6% published in two journals. The publication started with 1 paper in 2004, 8 papers were published in 2021, confirming the increasing trend of narrative inquiry research. As for the participants, 40.7% of special education teachers and 20.3% of general teachers were involved in the study. the number of participants was 1~3 people accounting for the majority. Most of the research topics were instruction and curriculum operation experiences. In the case of the disability area, 46.4% of the studies dealt with the overall disability without limiting the specific disability area, and 8.9% of the single disability area were visual impairment and Multiple disability, respectively. As for the data formation method, 64.7% of them collected individual interviews and field text together. The interview period showed an even distribution from less than 1 month to 12 months. As for the number of individual interviews, 3~4 times were the most at 27.4%.
Conclusions Based on these results, implications for the development of narrative inquiry in the field of special education in the future were discussed.
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Diputro, Angga Dwi Cahyo Andar, and Pratnyawati Nuridi Suwarso. "PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 95–110. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25975.
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Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies.
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Aziez, Feisal, Shinta Aziez, Meily Ivane Esther Neman, Mariam Lidia Mytty Pandean, and Nidy Nauradhiyalevi Nawaallangit. "THE CROSS-CULTURAL SENSITIVITY OF IISMA AWARDEES: A NARRATIVE INQUIRY." Journal of Law and Sustainable Development 12, no. 2 (February 9, 2024): e2996. http://dx.doi.org/10.55908/sdgs.v12i2.2996.
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Objective: This research aims to understand the influence of the Indonesian International Student Mobility Award (IISMA) program on the cross-cultural sensitivity of ITS scholarship recipients based on their experiences and stories during the program. Method: The research design for this study is narrative inquiry. Five scholarship recipients at a university in Madrid were asked to narrate their experiences through semi-structured interviews. The emerging themes indicate the extent to which the IISMA program, both directly (through mandatory program activities) and indirectly, influences the cross-cultural sensitivity of the awardees. Themes identified include language and culture, attitudes of openness and willingness to listen to others, cross-cultural exchange, empathy in understanding others' perspectives, and adopting new habits. Results: The findings indicate that the IISMA program has a significant impact on the cross-cultural sensitivity of its scholarship recipients. Participants are directly exposed to various cultures in Spain and actively engage with these cultures. Additionally, the IISMA program encourages participants to promote Indonesian culture internationally through mandatory challenges and other assigned tasks. Conclusions: The research provides insights into how the IISMA program influences cultural integration, attitudes toward others, intellectual interactions, empathy, and behavioral adaptation among the scholarship recipients. This study highlights the importance of international cultural exchange programs in enhancing understanding and cross-cultural sensitivity among participants.
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Kegler, Michelle C., Ilana G. Raskind, Dawn L. Comeau, Derek M. Griffith, Hannah L. F. Cooper, and Rachel C. Shelton. "Study Design and Use of Inquiry Frameworks in Qualitative Research Published in Health Education & Behavior." Health Education & Behavior 46, no. 1 (September 18, 2018): 24–31. http://dx.doi.org/10.1177/1090198118795018.
Full textAbstract:
Qualitative methods help us understand context, explore new phenomena, identify new research questions, and uncover new models of change. To better understand how researchers in health education and health behavior use qualitative methods, we reviewed qualitative articles published in Health Education & Behavior from 2000 to 2015. We identified 48 articles that met our inclusion criteria and extracted information on the qualitative inquiry framework, use of theory, data collection methods, sampling strategy, general analysis approach, and reporting of results. Use of common qualitative inquiry frameworks was rare, with just one grounded theory study, five ethnographies, and one case study. No studies were framed using phenomenological or narrative inquiry approaches. Theory was used most commonly to select sensitizing constructs for analysis (41.7%) and to inform development of data collection instruments (27.1%). Interviews were the most common data collection method (66.7%), with focus groups next most common (39.6%). Sampling was typically purposive (87.5%), although often not labeled as such. Almost all (95.8%) the articles used quotes to illustrate themes and more than half (58.3%) used descriptors of magnitude (e.g., most, some) to report findings. The use of qualitative methods by health education and behavior researchers could be enriched with more intentional application of a broader range of inquiry frameworks. More deliberate application of a range of inquiry frameworks has the potential to broaden the types of research questions asked, application and generation of theory, study design, analytic strategies, and reporting of results.
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Dahal, Hikmat. "Leadership Practice of a School Administrator: A Narrative Inquiry." Rainbow Journal 8, no. 1 (August 1, 2019): 36–44. http://dx.doi.org/10.3126/rainbowj.v8i1.44249.
Full textAbstract:
This paper presents a narrative inquiry into a school administrator of a high school in Kathmandu. The objectives of the study were to explore how an administrator makes meanings of his leadership practice and why he enacts leadership the way he does. Using narrative inquiry as a research method and intersecting the narrative analysis by drawing on Bush’s (2010) three dimensions of leadership, the researcher evaluated Rupak’s role as an administrator, made meaning of his perceptions and contested his assumed responsibilities with the responsibilities he has been assuming. Among the three leadership dimensions – influence, values and vision, it was perceived from the participant’s personal practical experience that all three dimensions did not emerge in a linear sequence. Values and vision may be the driving force of the participant’s leadership practice whereas influence may or may not be intentional. By bringing forth the participant’s first-hand accounts it is hoped that the findings will facilitate to generate a new understanding of educational leadership, management and administration, gain an insight into the reconceptualization of leadership and may have useful implications for those who are taking up a new role of an organization, be it fledging or well-established, to excel themselves.
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Lorino, Philippe, Benoît Tricard, and Yves Clot. "Research Methods for Non-Representational Approaches to Organizational Complexity: The Dialogical Mediated Inquiry." Organization Studies 32, no. 6 (June 2011): 769–801. http://dx.doi.org/10.1177/0170840611410807.
Full textAbstract:
This paper explores the methodological implications of non-representational approaches to organizational complexity. Representational theories focus on the syntactic complexity of systems, whereas organizing processes are predominantly characterized by semantic and pragmatic forms of complexity. After underlining the contribution of non-representational approaches to the study of organizations, the paper warns against the risk of confining the critique of representational frameworks to paradoxical dichotomies such as intuition versus reflexive thought, or theorizing versus experimenting. To counter this difficulty, we suggest the use of a triadic theory of interpretation, and more particularly the concepts of semiotic mediation, inquiry and dialogism. Semiotic mediation dynamically links situated experience and generic classes of meanings. Inquiry articulates logical thinking, narrative thinking and experimenting. Dialogism conceptualizes the production of meaning through the situated interactions of actors. A methodological approach based on these concepts, the ‘dialogical mediated inquiry’ (DMI), is proposed and tested with a case study about work safety in the construction industry. This interpretive view requires the researcher to complicate the inquiry process rather than the mirroring models of reality. In DMI, the inquiry process is complicated by establishing pluralist communities of inquiry in which different perspectives challenge each other. The paper ends with a discussion of the specific contribution of this approach compared with other qualitative methods, and its present limitations.
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Puspita, Nadia, Kelik Wachyudi, and Nia Hoerniasih. "Tongue Twister Method in Teaching Pronunciation: A Narrative Inquiry of Pre-Service English Teacher." Edukasiana: Jurnal Inovasi Pendidikan 2, no. 3 (July 17, 2023): 197–203. http://dx.doi.org/10.56916/ejip.v2i3.391.
Full textAbstract:
Since English has become a foreign language in Indonesia, the capability to communicate in English has become ever more crucial. Correct speech is progressively required to prevent misunderstandings in articulating a message to the public. As a result, teaching English speaking is essential for teachers to improve their students' speaking abilities. As English is a second language in Indonesia, students struggle to acquire it. In the context of communication, the mother tongue or the language used in daily activities is more dominant. Because the use of foreign languages is still descending, one of the alternative techniques that a teacher can accomplish is a tongue twister. Tongue twisters as a teaching method enable pupils to speak more clearly, especially when pronouncing words. This research aims to report on the researchers’ experience using tongue twister to teach pronunciation in speaking practice. This research was conducted in an Indonesian Vocational High School in the Karawang district. Besides that, the role of the researchers was as active observers. The findings are that students relish learning using the tongue twister technique. Relish means that the students vigorously participate in learning because the teaching method is delightful and comfortable for students to comprehend the crux material. Therefore, the tongue twister technique assists students in learning English speaking continually.