Narrative Inquiry Experience and Story in Qualitative Research

ISBN-10: 0787972762
ISBN-13: 9780787972769
Edition: 2000
List price: $32.00 Buy it from $20.06
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Description: In this definitive guide and comprehensive resource, the authors draw from more than 20 years of field experience to show how narrative inquiry can be used in educational and social science research.

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Book details

List price: $32.00
Copyright year: 2000
Publisher: John Wiley & Sons, Incorporated
Publication date: 8/13/2004
Binding: Paperback
Pages: 240
Size: 6.00" wide x 8.50" long x 0.75" tall
Weight: 0.902
Language: English

In this definitive guide and comprehensive resource, the authors draw from more than 20 years of field experience to show how narrative inquiry can be used in educational and social science research.

JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry . Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in pre-service teacher development. She is involved in international teacher development in Hong Kong and Honduras. She published Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning with Ablex Publications in 2002.F. Michael Connelly is Professor Emeritus, and formerly Director, Centre for Teacher Development,nbsp; and Chair, Department of Curriculum, Ontario Institute for Studies in Education/University of Toronto (OISE/UT). He is Director of a Hong Kong Institute of Education/OISE/UT Doctoral Program, and a founder and editor of Curriculum Inquiry .nbsp; Professor Connelly was the recipient of the 1987 Outstanding Canadian Curriculum Scholar Award of the Canadian Society for the Study of Education, the 1991 Canadian Education Association Whitworth Award for Educational Research, the 1995 Ontario Confederation of University Faculty Associations Outstanding Teaching Award , and the 1999 Lifetime Achievement Award in Curriculum Studies from the American Educational Research Association.nbsp;nbsp; He has written widely, with his collaborator Jean Clandinin, in science education, teaching and teacher knowledge, curriculum and narrative inquiry.

Preface
Acknowledgments
The Authors
Prologue
Why Narrative?
Introduction
John Dewey
Mark Johnson and Alasdair MacIntyre
New Ways of Thinking: The Contribution of Inquiry
Clifford Geertz, After the Fact: Two Countries, Four Decades, One Anthropologist
Mary Catherine Bateson, Peripheral Visions: Learning Along the Way
Barbara Czarniawska, Narrating the Organization: Dramas of Institutional Identity
Robert Coles, The Call of Stories: Teaching and the Moral Imagination
Donald Polkinghorne, Narrative Knowing and the Human Sciences
Bringing These Authors to Narrative Inquiry
Why the Turn to Narrative?
Coming to Research Narratively
Thinking Narratively: A Case at the Boundaries
Introduction
Bloom's Taxonomy
Working with the Taxonomy Team
Responses to a Narrative Revision
Inquiry Life at the Boundaries
Temporality
People
Action
Certainty
Context
Summary
Thinking Narratively: Reductionistic and Formalistic Boundaries
Introduction
The Ideas of Schon, Oakeshott, and Johnson
Narrative Thinking at the Formalistic Boundary
Inquiry Life at the Formalistic Boundary
The Place of Theory
The Balance of Theory
People
The Place of the Researcher
Summary
What Do Narrative Inquirers Do?
Introduction
Narrative Inquiry Terms and Narrative Inquiry Spaces
A Story of Working in a Three-Dimensional Narrative Inquiry Space with Ming Fang He
Three-Dimensional Narrative Inquiry Space
A Story of Working in a Three-Dimensional Narrative Inquiry Space with Karen Whelan
A Reflective Note
Being in the Field: Walking into the Midst of Stories
Introduction
Beginning in the Midst
Beginning in the Midst at Bay Street School
Being in the Midst Is Different for Everyone
Living, Telling, Retelling, and Reliving Stories
What Do We Do Now That We Are in the Field?
Negotiating Relationships
Negotiating Purposes
Negotiating Transitions
Negotiating a Way to Be Useful
Getting a Feel for It
Living Life on the Landscape
From Field to Field Texts: Being in a Place of Stories
Introduction
Falling in Love, Slipping to Cool Observation
Remembering an Outline, Slipping into Detail
Narrative Truth and Narrative Relativism
Turning Inward, Watching Outward
The Ambiguity of Working in a Three-Dimensional Inquiry Space
Composing Field Texts
Introduction
Composing Field Texts Is an Interpretive Process
Writing Field Texts Expresses the Relationship of Researcher to Participant
Field Texts in a Three-Dimensional Inquiry Space
Interwoven Field Texts
Teacher Stories as Field Text
Autobiographical Writing as Field Text
Journal Writing as Field Text
Field Notes as Field Text
Letters as Field Text
Conversation as Field Text
Research Interview as Field Text
Family Stories and Stories of Families as Field Text
Documents as Field Text
Photographs, Memory Boxes, and Other Personal-Family-Social Artifacts as Field Text
Life Experience as a Source of Field Texts
What Is Important for Inquirers to Know About Field Texts?
From Field Texts to Research Texts: Making Meaning of Experience
Introduction
What Do Narrative Inquirers Do?
Justification (Why?)
Phenomena (What?)
Method (How?)
Theoretical Considerations
Practical Field Text-Oriented Considerations
Interpretive-Analytic Considerations
Theory and Literature
Kind of Text Intended
Composing Research Texts
Introduction
Experiencing Tensions as Writing Begins
Writing Research Texts at the Boundaries
Writing Research Texts at the Formalistic Boundary
Writing Research Texts at the Reductionistic Boundary
Writing, Memory, and Research Texts
Writing Research Texts in the Midst of Uncertainty
Voice
Signature
Audience
Tensions Among Voice, Signature, and Audience
Narrative Form
Narrative Form in He's Dissertation
Narrative Form in Rose's Dissertation
Searching for Narrative Form
Reading Other Narrative Dissertations and Books
Looking for Metaphor
Noticing Reading Preferences
Experimenting with Form
Maintaining a Sense of Work in Progress
Audience and the Composition of Research Texts
Persistent Concerns in Narrative Inquiry
Introduction
Ethics
Ethics and Anonymity
Ownership and Relational Responsibilities
How We Are Storied as Researchers
Fact and Fiction
Risks, Dangers, and Abuses: "I, the Critic"
Wakefulness
Epilogue
References
Index

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