Relevant bibliographies by topics / Narrative inquiry

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Narrative inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 September 2024

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Journal articles on the topic "Narrative inquiry"

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Bamberg, Michael. "Why narrative?" Narrative Inquiry 22, no. 1 (December 31, 2012): 202–10. http://dx.doi.org/10.1075/ni.22.1.16bam.

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This article addresses recent contestations of the role of narrative inquiry in the field of identity analysis and in qualitative inquiry more generally. In contrast to essentializing tendencies in the field of narrative inquiry (which have been contested under the headers of narrative exceptionalism, narrative imperialism, and narrative necessity), I am reiterating my proposal to theorize narrative inquiry as narrative practice (formerly ‘small story approach’) within which narratives and narrative inquiry present a more modest but thoroughly viable contribution.
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Lindsay, Gail M., and Jasna K. Schwind. "Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 1 (March 2016): 14–20. http://dx.doi.org/10.1177/0844562116652230.

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Breton, Hervé. "Narrative inquiry, between detail and duration." Revista @mbienteeducação 13, no. 2 (June 1, 2020): 12. http://dx.doi.org/10.26843/ae19828632v13n22020p12a26.

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The specificity of narrative inquiry is to seek to understand the lived experience by collecting first-person narratives. The principles on which its relevance is based are as follows: the apprehension and understanding of the processes of edification of the “points of view” from which the situations experienced by the people involved in the inquiry are thought to be constructed from two phases: that of the experience in language - either the putting into words of the lived experience - then that of the configuration of the words into texts, or the putting into narratives. The asserted need to support these processes stems from the following postulate: starting the investigation implies that one must carry out the work of grasping one’s own experience according to different time scales from which the narration of the experience can be accomplished. Thus, by aiming at the expression of the experience “in first person”, the “inquirer“ (who may be a researcher, a trainer, a career guidance counsellor) does not take information on the experience of others. He or she uses guidance procedures whose effect is to encourage the “entry into the investigation” of the persons with whom he or she is seeking and working. This leads us to consider that narrative inquiry is a form of inquiry “necessarily in the first person” since only the person who has experienced a phenomenon is able to say, from his or her point of view and in his or her own words, what he or she has experienced, the effects he or she has felt, and the resulting experiential and biographical repercussions.
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Salter, Leah. "Research as an Act of Resistance: Responsive, Temporally Framed Narrative Inquiry." International Review of Qualitative Research 14, no. 3 (September 27, 2021): 383–97. http://dx.doi.org/10.1177/19408447211049511.

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In this paper I frame systemic, narrative informed, group work practice as an act of solidarity; and narrative inquiry as an act of resistance and activism. I describe research I have been part of as an intervention into (and a resistance against) discourses of individualised psychopathology that exist within the mental health services (where I have worked for the last decade) and colonising practices that can and do exist in academia. Part of the narrative is my own story of movement from research informed practitioner to practice based researcher which includes an exploration of an evolving relationship with power. I also describe how I have devised a five-step process to inquire into my own group work practices – a process I have called a responsive, temporally framed narrative inquiry. Responsive because it has been designed to be adaptive and attuned to the inevitable movement between research ‘material’ and people involved in any such inquiry. Temporally framed, and with an emphasis on narrative, because it pays attention to past stories (of abuse and oppression), present feelings in relation to those stories and narratives that develop through inquiry that are ‘future forming’ and speak to ‘preferred futures’.
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Spector-Mersel, Gabriela. "Narrative research." Narrative Inquiry 20, no. 1 (October 11, 2010): 204–24. http://dx.doi.org/10.1075/ni.20.1.10spe.

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As a result of the popularization of the narrative idea and the considerable diversity existing among narrative studies, a rather “all included” conception has arisen, in which the framework of narrative inquiry has been significantly blurred. For narrative inquiry to persist as a unique mode of investigation into human nature, a complementary dialogue is required that aims at outlining its core, alongside the emphasis given in the literature on diversity as its hallmark. As a possible reference point for this debate, recognizing the narrative paradigm that has crystallized since the “narrative turn” is suggested. The narrative paradigm is discussed in light of six major dimensions — ontology, epistemology, methodology, inquiry aim, inquirer posture and participant/narrator posture — indicating that it coincides with other interpretive paradigms in certain aspects yet proffers a unique philosophical infrastructure that gives rise to particular methodological principles and methods. Considering the narrative paradigm as the essence of narrative inquiry asserts that the latter is not confined to a methodology, as often implied. Rather it constitutes a full-fledged research Weltanschauung that intimately connects the “hows” of investigation to the “whats”, namely premises about the nature of reality and our relationships with it.
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Hendry, Petra Munro. "Narrative as Inquiry." Journal of Educational Research 103, no. 2 (November 30, 2009): 72–80. http://dx.doi.org/10.1080/00220670903323354.

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Morettini, Brianne W. "Understanding narrative inquiry." Journal of Educational Research 112, no. 5 (July 22, 2019): 641. http://dx.doi.org/10.1080/00220671.2019.1639449.

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Harrison, Barbara. "Photographic visions and narrative inquiry." Narrative Inquiry 12, no. 1 (September 26, 2002): 87–111. http://dx.doi.org/10.1075/ni.12.1.14har.

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This paper examines the ways in which photographic images can be used in narrative inquiry. After introducing the renewed interest in visual methodology the first section examines the ways in which researchers have utilised the camera or photographic images in research studies that are broadly similar to forms of narrative inquiry such as auto/biography, photographic journals, video diaries and photo-voice. It then draws on the published literature in relation to the author’s own empirical research into everyday photography. Here the extent to which the practices which are part of everyday photography can be seen as forms of story-telling and provide access to both narratives and counter-narratives, are explored. Ideas about memory and identity construction are considered. A critical area of argument centres on the relationship of images to other texts, and asks whether it is possible for photographs to narrate independent of written or oral word. It concludes with some remarks about how photographs can be used in research and as a resource for narrative inquiry. This necessitates a understanding of what it is people do with photographs in everyday life.
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Manankil-Rankin, Louela. "Moving From Field Text to Research Text in Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 3-4 (December 2016): 62–69. http://dx.doi.org/10.1177/0844562116684728.

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Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry. I draw from an inquiry on how nurses experience living their values amidst organizational change to share how I as an inquirer/researcher, moved from field texts to narrative accounts; narrative resonant threads; composite letter as the narrative of experience; personal, practical, and social justifications to construct the research text and represent it another form as a poem. These phases in the inquiry involve considerations in the analytic and interpretive process that are essential in understanding how to conduct Narrative Inquiry. Lastly and unique to my inquiry, I share how a letter can be used as an analytic device in Narrative Inquiry.
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Carlson, David Lee. "Embodying Narrative: Diffractive Readings of Ethical Relationality in Qualitative Inquiry." Qualitative Inquiry 26, no. 10 (July 22, 2020): 1147–50. http://dx.doi.org/10.1177/1077800420939205.

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This introduction provides an inquisition into the role of narrative inquiry in the field of qualitative inquiry. Drawing on Michel Foucault’s works on painting, this introduction discusses the philosophical tensions within narrative inquiry as a methodology to situate narrative in a broader context of research methodologies and to raise some questions about the very specific role of the human and anthropomorphism in narrative inquiry. The authors in this special issue were tasked with thinking through narratives with unexplored theories or theoretical perspective. The purpose of the special issue is to invite readers to consider these various tensions.
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Dissertations / Theses on the topic "Narrative inquiry"

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Wilson, Jennine. "Probing play, a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62355.pdf.

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Peters, Colette. "Learning pool, a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ42189.pdf.

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Shaw, Janis Adele. "Women's circle spirituality, a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/MQ47091.pdf.

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Carrington, Gill. "Pastoral support programmes : a narrative inquiry." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/c924d222-b368-49f4-b615-222a596d9e34.

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Permanente xclusion from school can have far-reachingc onsequencesfo r pupils, families and society. In 1999 the government introduced Pastoral Support Programmes (PSPs) to help pupils at risk of exclusion to "manage their behavioue' better (WEE 1999b). A PSP involves a series of three meetings, over about sixteen weeks, where the pupil, parents, school staff and an LEA representative collaborate on targets and preventative strategies to help the pupil to remain in school. This naturalistic and dialogical study aims to develop an insight into this underresearched area of policy from the perspectives of the participants. Using narrative inquiry, it focuses on three Year 10 pupils at one city comprehensive school. The initial PSP meetings were observed and all the participants were interviewed afterwards. A thematicc ontenta nalysiso f the interviewss howedt hat mostp upils andp arents viewedt hem eetingsp ositivelya sa way to work togethert o avoid exclusion.A lthough most felt ratheru npreparedth, ey all consideredth at their viewsw erel istenedt o. The professionalws ereg enerallyv ery supportiveb, ut felt morep ositivea ndu nderstanding towardst he pupils andp arentsw homt heyp erceivedto act respectfullya nd reasonably. The pupils were followed up throughout their PSPs, at the end of which they had all improved their behaviour enough to remain in school. They felt that they had been helped by the supportivcncss of the school staff in, for instance, valuing and encouraging them and offering practical help. Perhaps more surprisingly, they also felt helped by the pressure they experienced: the threat of exclusion and the close monitoring and supervision from parents and staff whilst on their PSPs. When the right balance is found between support and pressure, PSPs can be extremely powerful and effective in helping young people to improve their behaviour and attitude to school.
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McMahon, Lindsay. "The experience of fybromyalgia : a narrative inquiry." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552836.

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Fibromyalgia (FM) is a medically unexplained syndrome characterized by persistent widespread pain, heightened pain sensitivity and profound fatigue. While some research has aimed to understand the experiences of people with FM, studies employing narrative approaches are particularly lacking. A narrative perspective assumes that individuals have a natural inclination to tell stories about their lives so as to situate events in a temporal order and infer meaning and coherence to their varying experiences. In section one, the extant qualitative literature on the experience of FM is reviewed from a narrative perspective and with reference to research and theory on chronic illness and identity. The review argues that narrative analysis provides a valuable method for exploring the experience of FM, since it addresses issues of self and culture and offers an insight into how meanings evolve over time. It is proposed that consideration of these issues is particularly relevant to understanding the experiences of people with FM given the enigmatic nature of the syndrome and its chronic course. Section two reports findings from a qualitative study in which the stories often women with FM were analysed using a narrative approach. Results are presented in the form of a meta-narrative incorporating the stories of all ten participants over five phases. The meta-narrative is characterised by a distinct lack of movement and resolution, with the women seemingly engaged in an enduring conflict against the challenges of FM, and a reconfiguration of their identities. The findings are discussed in relation to existing research and clinical implications are proposed. Finally, personal and theoretical reflections are presented in section three, in the form of a narrative of the research process. This provides a context for the work undertaken and highlights the importance of issues such as power, ethics and reflexivity in qualitative research.
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Taylor, Eve. "Visions--, a narrative inquiry, analysis of identities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23756.pdf.

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Karsemeyer, Jacqueline. "Moved by the spirit, a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ53705.pdf.

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Brown, Naoko Nakano. "Lived Experience of Loneliness| A Narrative Inquiry." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842478.

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Loneliness is a human experience that often influences the individual’s mood, perception, self-concept, relationship, and physical heath. The existing body of research on loneliness often associates loneliness with a mental illness (e.g., anxiety or depression) and/or a cognitive deficit. Moreover, although, researchers have identified different types of loneliness, there is limited research on the experience of profound loneliness while in the company of another person with whom one is in a close relationship. Therefore, this study was framed to contribute information in the field by exploring the meaning of this particular type of loneliness as a lived experience. The question this research sought to answer through narrative inquiry was: “What is the meaning of participants’ experience of loneliness while in the company of another person with whom they were in a close relationship?”

The current study examined oral narratives of adult participants. Five participants were recruited and interviewed. The transcribed data was analyzed following Gee’s (1991) structural analysis of oral narrative. Through analysis of the narrative data this study aimed to gain an understanding of subjective, psychological meanings of this particular loneliness experience.

The results of the analysis showed that participants, in relationship with another, characterized as close but not experienced as intimate, was retrospectively experienced as loneliness and was lived with a sense of profound hopelessness in a multidimensional manner, which implied the participant’s desired ideals for intimate relationship.

Many factors appear to influence the loneliness experience while in the company of a close other for adults, including the individual’s desire to avoid experiencing pain and loss. The findings indicate that increasing the individual’s awareness of their multidimensional experience through non-pathologizing reflection in a clinical context could allow him or her to reach a deeper understanding of the experience.

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Morrissey, Dorothy. "A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686415.

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This dissertation represents an inquiry into the narratives of gender embedded in the narratives of experience of a cohort of postgraduate student teachers, in the first semester of a three-semester initial (primary) teacher education programme in Ireland. The inquiry involved an attempt to explore gender narratives (using an inquiry based approach to aesthetic education) on a drama education course. The aims of the inquiry were 1) to make visible the extent to which gender, as a cultural construction, is taken for granted, 2) to interrupt culturally dominant narratives of gender with narratives that reveal their effects and the power structures upholding them, and 3) to create possibilities for the students to generate alternative constructions of gender and alternative narratives of experience. The focus was, therefore, a pedagogical as well as a research/inquiry one. The teaching/inquiry process was guided by the notion that people make sense of their experiences and shape their identities by making and sharing (or performing) stories. Guided thus, narrative and arts-based approaches were used as research/inquiry methods, as pedagogical approaches and as representational tools. Engagement with theoretical literature was integral to both the teaching/inquiry process and the subsequent representation/inquiry process. Among the theoretical narratives engaged with are feminist post-structuralism and performance studies. In these narratives, identity, knowledge and truth are constructed as provisional, in process, multiple, interconnected and embedded in larger systems of power. So, as a performance-centred narrative inquiry, this inquiry does not focus on structures or products but on the stories, tensions and performances that are produced by these structures and products. The dissertation text represents but one possible account of the teaching/inquiry process in which the students and the researcher (co)performed their narratives in the making. And, in its employment of multiple forms of representation, the dissertation text is constructed to open spaces for readers to engage with it in multiple ways.
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Wisniewski, Tierney. "Role redefinition as autonomy support : a narrative inquiry." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63387.

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Self-determination theory (SDT) is a well-established theory of motivation that posits that we grow optimally to the degree to which our contexts afford us autonomy support, the collective term for the ways in which others afford us opportunities to satisfy our basic psychological needs for autonomy, relatedness, and competence. Although Ryan and Niemiec (2009) suggest that self-determination theory can be “critical and liberating,” I trouble their assertion, making use of literature on student voice, student-faculty learning partnerships, and radical collegiality, and propose that redefining the student role is an essential form of autonomy support if we wish to follow through on SDT’s liberating possibilities. To that end, I undertook a narrative inquiry into five students’ experiences of transformation through role redefinition in a set of non-traditional university courses. Participants described their experiences and relationships with peers and instructors before, during, and after this set of courses. A thematic analysis revealed that students experienced their post-secondary courses as largely controlling, with concomitant negative effects on their engagement and well-being, while they experienced these non-traditional courses as highly autonomy-supportive, with concomitant positive effects. Analysis also revealed that students underwent two transformative processes: an incremental process of integration and a more epochal process of role redefinition. This latter process in particular was fostered through persistent messages that students’ educations belonged to them, through de-emphasis on the instructor-student hierarchy, and through being supported through their struggles with transformation. Once students redefined their roles, they took more responsibility for their peers’ well-being, offered them autonomy support, and engaged more agentically in other courses by expressing themselves more, taking more risks, and even standing up to and defying miseducative instructors on their own and their peers’ behalves. They came to perceive themselves as agents of change not only in their institutions, but also in other arenas, following through on the critical and liberating potential of SDT that Ryan and Niemiec had envisioned. This study has broad implications for how educators engage with students and how our institutions are structured, as well as how SDT research is conducted, if we wish to capitalize on this potential.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Books on the topic "Narrative inquiry"

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Michael, Bamberg, and McCabe Allyssa, eds. Narrative inquiry. Amsterdam: John Benjamins Publishing Company, 2000.

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Speedy, Jane. Narrative Inquiry and Psychotherapy. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-02155-7.

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

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Butler-Kisber, Lynn, Kelly Clark/Keefe, and Maggi Savin-Baden. Narrative Inquiry of Displacement. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429056390.

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Trahar, Sheila, ed. Learning and Teaching Narrative Inquiry. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sin.14.

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Barrett, Margaret S., and Sandra L. Stauffer, eds. Narrative Inquiry in Music Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9862-8.

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R, Golombek Paula, ed. Teachers' narrative inquiry as professional development. New York: Cambridge University Press, 2002.

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Barrett, Margaret S., and Sandra L. Stauffer, eds. Narrative Soundings: An Anthology of Narrative Inquiry in Music Education. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-0699-6.

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

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Clandinin, D. Handbook of Narrative Inquiry: Mapping a Methodology. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.

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Book chapters on the topic "Narrative inquiry"

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Wertsch, James V., and Nutsa Batiashvili. "Narrative." In Pragmatic Inquiry, 128–42. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003034124-12.

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Maguire, Kate, and Alison Scott-Baumann. "Narrative Inquiry." In Global Diversity Management, 41–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19523-6_4.

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

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Hiles, David, Ivo ermk, and Vladimr Chrz. "Narrative Inquiry." In The SAGE Handbook of Qualitative Research in Psychology, 157–75. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526405555.n10.

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White, Robert E., and Karyn Cooper. "Narrative Inquiry." In Qualitative Research in the Post-Modern Era, 93–133. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85124-8_4.

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

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Murray, Garold. "Narrative Inquiry." In Qualitative Research in Applied Linguistics, 45–65. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230239517_3.

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Leggo, Carl. "Narrative Inquiry." In Storying the World, 85–96. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429025600-9.

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Launer, John. "Narrative inquiry." In Narrative-Based Practice in Health and Social Care, 40–53. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018. | Preceded by Narrative-based primary care / John Launer. c2002.: Routledge, 2018. http://dx.doi.org/10.4324/9781315231129-4.

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González-Ayala, Sofía Natalia. "Narrative Inquiry." In An Introductory Guide to Qualitative Research in Art Museums, 125–40. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429262326-18.

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Conference papers on the topic "Narrative inquiry"

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Lachuk, Amy. "Constructing Narrative Knowledge About Literacy: A Narrative Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434733.

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Jewett, Laura. "Narrative Inquiry in Blue Spaces." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587102.

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Gouvea, Ezra, and Brian Gravel. "Narrative inquiry in design-based research." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.702994.

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Salinas, Ivan. "Narrative From the Classroom: A Framework for Classroom Narrative Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431515.

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Rice, Mary. "Living Narrative Inquiry in Online Educational Environments." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2002776.

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Pratt, Alexander. "Bumps, Leaks, and Violent Clashes: Narrative Inquiry, Critical Race Theory, and Restorying Narratives." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687126.

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Schwab, Emily. "Narrative as Inquiry in the Adult Literacy Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587192.

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Mello, Dilma. "Supervising Students Who Are Engaged in Narrative Inquiry." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2008228.

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Rodríguez, Sandra Milena. "NARRATIVE INQUIRY: EXPERIENCES IN ENGLISH LEARNING AND TEACHING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1370.

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Osei-Tutu, Araba. "African Oral Tradition of Storytelling as Narrative Analysis in Narrative Inquiry Methodological Approach." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585843.

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Reports on the topic "Narrative inquiry"

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Guyon, Sarah. Experiences of Early Childhood Educators Working with Teaching Strategies GOLD(R): A Narrative Inquiry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7209.

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Journal articles Dissertations / Theses Books
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