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