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1

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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3

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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4

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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7

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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Matheson, Mary Lynne. "A narrative inquiry into mothering and child caregiving." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59843.pdf.

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Patsiopoulos, Ariadne Theodora. "Becoming a self-compassionate counsellor : a narrative inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13750.

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Current literature suggests that the compassion that even seasoned counsellors offer to their clients is often unavailable for themselves. It also recommends that counsellors practise self-compassion to promote self-caring behaviours. Yet, the emerging quantitative research on self-compassion does not inquire into counsellor development. To fill this gap, in this study I explored how experienced counsellors have developed self-compassion and how they practise it professionally. Using a narrative research design, I interviewed individuals who counsel in Canada and analyzed their narrative accounts using holistic-content and content-categorical approaches (Lieblich, Tuval-Mashiach, & Zilber, 1998). The resulting 15 narratives provide compelling perspectives on the developmental trajectories of the participants, practical applications of self-compassion in the workplace, and an array of meanings attributed to self-compassion. Seven developmental themes emerged, which are “Ongoing Journey”-ing; Learning Through the School of “Hard Knocks”; “Who Am I?”: Understanding Self/ves; Influences of Spirituality and/or Religion; Therapy and “Complementary” Healing Practices; Opening to Compassionate Beings and/or Role Models; and Being a Compassionate Presence and/or Role Model. The ways in which the participants practise self-compassion in the workplace fell into three domains: in session, relationally in the workplace, and through the implementation of self-care strategies in their personal lives. The findings of this study reveal important information for counsellor training and education in the areas of self-care and burnout prevention, and enhanced counselling practice.
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Ho, Cherri. "Intergenerational learning in Hong Kong : a narrative inquiry." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10486/.

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The main objective of this study was to examine the intergenerational learning behaviour within the family between Generation X parents and their Generation Y teenage children. This study was designed to investigate the nature of intergenerational knowledge exchange, to identify the characteristics of learning behaviour and culture in such 'learning families', and to find out the subject areas that parents could learn from their teenage children. The sample of this study was made up of ten pairs of middle-age parents with their teenage children coming from middle class families. A narrative inquiry approach was adopted and individual interviews were conducted when participants were asked to recall and tell stories describing their personal intergenerational learning experiences. A questionnaire was also employed to collect their opinions and experience on intergenerational family learning. Results showed that 80% of all the participants thought their family was a 'learning family'. All the parents and 90% of the teenagers found that learning experience in their family was happy. Overall, 80% of all the participants gave a score of 7 or higher when they were asked to rate their family, with a score of 10 representing an ideal 'learning family'. All the parents realised that they had something to learn from their children. The Generation X parents could learn from their Generation Y children on trendy issues such as fashion, sports, recreation, music and western cultures. More importantly, almost everyone recognised that information technology (IT), computer knowledge and skills were the stronger areas among the teenagers. Among all the narratives told, 37% were episodes describing parents learning IT skills from their teenage children. The data obtained from this study suggests that intergenerational family learning can be bi-directional. The families studied did engage in bi-directional intergenerational learning. Parents did learn from their teenage children. A positive family learning culture was found to facilitate intergenerational learning especially in the Generation Y to X direction. Intergenerational family learning was reported to be happy experience and it helped improve communication and understanding between the two generations. The participants pointed out that the learning methodology differed between the two generations due to societal changes and differences in their upbringing. Mothers and fathers play slightly different roles for intergenerational family learning according to their individual personality, interest and expertise, though mothers were believed to be more receptive and open to intergenerational learning, especially in the Generation Y to X direction. There is a close relationship between 'family learning' and 'lifelong learning'. Ideas from the participants were collated to define the concept of 'learning family', 'family learning' and 'intergenerational family learning'. From the data obtained, a conceptual framework of intergenerational family learning in relation to lifelong learning and a developmental learning profile were drawn. The results indicate that parents should foster positive learning attitudes and intergenerational learning culture in the family early at home. It is important that teenagers are empowered to share their knowledge and views. The government also has a role to play in re-defining teaching and learning practise in schools and promoting intergenerational learning in families for a knowledge society.
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Flynn, Deirdre. "Experiences of sudden student death : a narrative inquiry." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650105.

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The death of a college student is a traumatic experience for families, fellow students and college staff. This study is a narrative inquiry into the experiences of parents, students and academic staff following the unexpected death of undergraduate students and particularly their experiences of the College response. Many universities in the US, UK and Ireland have Death Response Plans (DRPs) which shape their response, but little research has been done on the impact of these, and none in an Irish context. The study seeks to address this shortcoming and to contribute to the ongoing discussion as to how universities may help newly bereaved parents, students and staff. It is undertaken in a university in Ireland where the researcher works. The methodology includes interviews, transcriptions and the construction of poetic stanzas, reporting the experiences of 20 participants. The analysis combines elements from both thematic and structural analysis as outlined by Riessman (2008b). It also focuses on context, discourses and performativity. A social constructionist approach (Burr, 1995) is adopted. The College DRP is reviewed in the light of participants' experiences and recommendations are made about future developments.
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Oya, Kumi. "A Narrative Inquiry on Culturally Competent Dementia Care." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814538.

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This narrative research offers an inquiry that intends to inspire thinking about a culturally competent dementia care framework in the United States. The main research question is: How does a culture hold dementia care? A subquestion is: What can we in the United States learn from other cultures about dementia care to enhance this care for all? The inquiry was designed to conduct narrative research focusing on Japanese culture in the context of caregiving to people with dementia; 4 professional and 4 family caregivers from this culture, who have cared or have been caring for persons with dementia, were interviewed. The narratives reflected the caregivers' lived experiences and how they were culturally compelled to give and sustain care.

This inquiry assumes that a person-centered dementia care model is challenging for the U.S. healthcare system, despite attempts to do so, due to the prevailing values and beliefs in the United States that center around a cure model as opposed to a care model. It also assumes that ideal person-centered dementia care in the United States needs to pay close attention to the cultural competence of caregivers and healthcare professionals, as their clients identify as persons through their cultural ways of being. These assumptions are grounded in the literature review.

As a result of narrative data analysis, 5 themes emerged from the data among family caregivers, and 2 themes among professional caregivers as the commonality. In addition, 4 themes emerged not as common themes but as unique themes. This dissertation examined Japanese interdependent construal of the self and demonstrated that these themes could be explained through understanding Japanese sense of self.

It is evident that interdependence between the self and others is deeply embedded in Japanese culture. Without a doubt, interdependence uniquely manifests in the caregivers’ attitudes, values and worldviews of caregiving in Japanese culture. Although the limited number of participants should be considered, these findings/caregivers’ insights generated from this study aim to promote and encourage dialogues regarding what culturally competent dementia care looks like among caregivers and beyond in the United States when taking care of people from different cultures.

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Scarlett, Christine. "Sisters, secrets, subjectivities : a narrative inquiry into sistering." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/abe11d38-40c4-48c0-9ef5-2e7423d7b51b.

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Damico, Kylie. "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn15923120276927.

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Crystal, Cheung Ching Ying. "Lifelong learning in Hong Kong : a narrative inquiry." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689599.

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Lifelong learning was adopted as the guiding principle of the educational reform that took place in Hong Kong in 2000. This important educational agenda interested the author not only because of its position in many global and local education policies, but also because of the personal insights that she has gained throughout her years as a lifelong learner. Debates on lifelong learning in Hong Kong are dominated by economic imperatives and so the author's interest was to explore the topic from a humanistic perspective, informed broadly by interpretivism. Narrative inquiry was employed to gather the experiences of lifelong learning of four Chinese people in Hong Kong. The analysis of the narratives, together with her own reflexivity, enabled the author to identify the precursors to learners' commitment to engage in lifelong learning, i.e. the intrinsic motivation to personal growth and a close relationship between their learning and their personal life. There is a paucity of knowledge from the humanistic perspective in our understanding of lifelong learning. This study addresses this and underlines the importance of the learner's voice as a way of reflecting the influence of Confucian heritage culture (CHC) in her/his conceptualisation of lifelong learning. Problematising lifelong learning as an educational concept that has developed and flourished in Western contexts, such as the UK and Scandinavia, and been transferred somewhat uncritically to Hong Kong, the author indicates, using creative techniques, such as fictionalisation, how the narratives gathered shed light on understanding how lifelong learning manifests itself in Confucian cultures.
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Morgan, James Robert. "Thus Am I| A Narrative Inquiry into Identity." Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250994.

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This study sought to understand how students who were enrolled in postsecondary education and received support through special education services understand their identity. It was influenced by developmental theories of identity development and the professional interests of this researcher. It utilized narrative theory as conceived by Dan McAdams (1985, 1993, 2001) as both the methodology and a way of conceiving identity. Data was collected through a series of individual interviews. Participants were found to relate their identity as a series of stories. Their conception of self-identity views special education status as a trait, but not one central to their identity. Their families were viewed as central to how they understand their identities. Individuals outside of their families also had a strong impact on how they viewed themselves. Participants view differences as common both inside and outside of the special education population. Participants indicated a desire to help others heightened by their own struggles. Goals were well-articulated and used for self-motivation during times of academic difficulties. All shared negative school experiences unrelated to identity without prompts about the quality of their educations.

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Zibell, Linda. "Teacher pedagogies of dialogic imagination - A narrative inquiry." Thesis, Federation University Australia, 2016. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642.

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This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as central to their practice shared stories of how imagination is an effective pedagogy through in-depth, semi-structured interviews. Imagination is a living, mercurial phenomenon contested in philosophical circles yet taken-for-granted amongst the populace. Consequently, imagination in teaching and learning is under researched and widely regarded as mere decoration - helpful for engagement but unrelated to cognition. The literature review situates the research in international discussions concerning imagination’s value for teaching and learning. Several conceptualisations of meaning for imagination lead to a theoretical framework which re-conceptualises Bakhtin’s dialogic imagination and combines his philosophy of discourse with Ricoeur’s philosophy of imagination, and Brockmeier’s narrative imagination. Data analysis to compare and contrast the teachers’ meanings to the framework strongly suggests that, contrary to existing stereotypes, imagination is cognitive: it catalyses metaphoric meaning-making events as dialogic imagination. Since an open living discourse and narrative imagination are conditions for such meaning events, the teachers’ pedagogical choices are consequently rational and supportive of learning. Australian educational policy-makers have increasingly leveraged a closed classroom discourse over past decades: teachers must ensure students comply with national testing regimes that demand monologic responses tied to finalised syllabus requirements. Over that period students’ accomplishment has either seriously declined or flatlined. The teachers in this narrative inquiry keep living discourse and imagination open and alive but in spite of, not because of existing policy: the research presented here permits their understandings and professional art to be given voice in educational debates on effective teaching. I conclude policy makers might seriously consider the impacts of policy dynamics and whether they are slowly suffocating opportunities for a living atmosphere that invites imagination – a powerhouse of learning – into their lives.
Doctor of Philosophy
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Norris-Reeves, Suzie. "Constructing a narrative of fashion practice as inquiry." Thesis, Royal College of Art, 2014. http://researchonline.rca.ac.uk/1662/.

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This dissertation is a written component of a thesis, which was developed and articulated over four years in the construction of a narrative of the fashion designer and their practice. The hypothesis developed by the fashion designer as practitioner, is that it is both possible and necessary, by careful notation and reflective practice, to arrive at a better understanding of the fashion design practitioners cognitive and behavioural reasoning through the creative practice process than exists in current literature and archive. In comparison with the archiving of materials that testify to the complexity of creativity in painting, sculpture and orchestral composition, for example, the archiving of the process and practice of fashion design is negligible. Collections of designers' ephemera often constitute little more than ‘the retrospective’ or materials of celebrity culture that further mystify the 'author function' role (Foucault, 1969, p.113-138) of the fashion design practitioner. This research aims to suggest a critical visual method for and in support of constructing a narrative of fashion practice as it is lived towards a new culture of compiling, recording, noting, classifying and analysing the tacit process of the fashion design practitioners relationship to their practice. The practice therefore comprises the designing, draping, cutting and making of an eight-piece collection of fashion womenswear. The research comprises extensive documentation of the (research) practitioner’s subjective-objective1 dialogues as purposeful acts of thought (Burnette, 2009b) and action whilst developing a body of creative work. In addition to the researcher's journey this narrative inquiry extends documentation to include the responses of five other practitioners as willing participants in the project aim: to develop a new research method for documenting and understanding the fashion design practitioners cognitive and behavioural narratives. Whereas there is a significant literature on design theory written by theorists and not necessarily practitioners, and a considerable literature on fashion as object of sociological, historical, cultural, anthropological, semiotic, psychological, political, philosophical, economic study, there exists almost no serious study of fashion design practice from the perspective of the fashion designer (as practitioner). This research aims, without artificial abstraction of the creative practice from its cultural and social milieu, to start a serious, scholarly, rigorous study of fashion practice as design method. It may be that such method will be met with reactions that it could meddle with the illusion of a designer's intuitive sense of knowing and that it is an unwelcome complication of what should remain an invisible or tacit (because as yet unrecognised) process. The aim of the research is to develop a method that can be customised and adopted by the fashion design and design research communities and fashion designers in training and in professional practice, to understand more about their creative practice process in both cognitive and behavioural terms. To this end I use the forms of auto ethnography to collect data through sketchbook work, diarised journals, photographic and film reportage and interview in order to consider how a method of (doing) practice may refer to theories of practice. Literary theory of Bakhtin is offered as an example of a dialogical method to consider how the process of fashion practice can be considered as communicable knowledge. The Kantian philosophy of the 'a priori' knowledge and Foucault’s relational systems of thought and knowledge are also offered as discourse and a foundation of thought that structures the tacit dialogues in the here and now as a telling of a knowing of a doing of fashion practice. The written dissertation is a text, which co-exists with the narrative traced through the making and visual realisation of the collection exhibited and photographed at the viva voce (Figure 1 & Appendix H).
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Khanna, Savitri. "Resisting Bullying: Narratives of Victims and Their Families." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24070.

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Bullying has severe consequences for school-aged adolescents who have experienced repeated victimization and for the families as well. While there is a considerable body of research on bullying and its effects on victims, very little research has been devoted to studying the experiences and resistance of the targeted young people and their families in the bullying situations. The literature on bullying characterizes victims as unable to defend themselves; this depiction is limited, simplistic, and one-dimensional. This dissertation presents an alternate view, focusing on the experiences and responses of victims and their families. The thesis draws on a poststructural view and a response-based framework to present a new perspective on the victims of bullying—a perspective that contrasts with the common depiction of “helpless, powerless victims” and foregrounds the personal agency of young people who have responded to bullying. Data for this study was collected in the form of narratives from the families and eleven to fifteen year old school adolescents who have been targets of ongoing bullying. The sample consisted of four families and five adolescents. The interview questions were based on Allan Wade’s response-based approach. The participants’ narratives focused on their responses to bullying. Each narrative was read thoroughly for themes related to the skills and the knowledge adolescents have used in responding to peer aggression. Similarly, parents’ narratives were examined for themes of their responses to the bullying of their children. The conclusion from the findings indicated that the parents and adolescents responded to bullying in many small but prudent and resourceful ways.
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West, Angela Ames. "The Narrative Inquiry Museum:An Exploration of the Relationship between Narrative and Art Museum Education." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3331.

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For art to become personally meaningful to visitors, museums need to view art interpretation as a narrative inquiry process. General museum visitors without art expertise naturally make meaning of art by constructing stories around a work to relate to it. Narrative inquiry, a story based exploration of experience, fits into contemporary museum education theory because it is a constructive and participatory meaning making process. This thesis examines how art museums can build upon visitors' natural interpretive behaviors, by employing art-based narrative inquiry practices and using the work of art as a narrative story text. Individuals learn when their personal narrative comes into conflict with the narrative of the museum and they negotiate new meaning. This kind of narrative learning is a process of inquiry that visitors must engage in themselves. The art museum interpretive experience can foster in visitors the ability to engage in an art-based narrative inquiry process by suspending disbelief,recalling personal memories, comparing different narrative versions, imagining possible meanings, and re-storying experiences into new understandings. This research text explores these topics through a narrative based method of inquiry comprised of a series of autobiographical stories describing the researcher's experiences in coming to understand the relationship between narrative inquiry and art museum education.
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DeCarion, Deirdre. "A narrative inquiry into home, a space called anywhere." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/NQ41138.pdf.

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Meiers, Matthias. "Narrative inquiry as a form of teacher action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.

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Brunanski, Dana Margaret. "Counselling with Aboriginal street youth : an aboriginalizing narrative inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12654.

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Aboriginal youth are vastly over-represented in the Canadian street youth population. This increased risk of street involvement is one of the many social and health inequalities experienced by Aboriginal people in Canada, and reflects the legacy of colonization, intergenerational effects of residential schools, and contemporary inequities in social determinants of health. Given the challenging and often dangerous circumstances experienced by street youth, it is crucial that research address effective interventions, including counselling. The scant research suggests that despite experiencing problems that could be benefited by counselling, most Aboriginal street youth do not access counselling services. This resonates with the research on street youth in general. However, for Aboriginal youth, underutilization of counselling may also reflect a cultural incongruence between Western approaches to counselling and Aboriginal worldviews and experiences. The present study aimed to explore Aboriginal street youths’ experiences with counselling, using an Aboriginalizing narrative research methodology. Beginning from the researcher’s own location and a grounding in Aboriginal worldviews, this study explored Aboriginal street youths’ narratives of counselling, contextualizing these narratives in their lives on the streets and the larger sociocultural narratives in which they live. In-depth interviews were conducted with 4 youth aged 18-24 who were transitioning off the street and had experiences with counselling. Holistic storying included multiple readings of the interviews from different perspectives, with the resulting 4 narratives consisting primarily of the youth’s own words, linked with connecting comments informed by the multiple readings. The narratives were considered for potential lessons for counsellors and other clinicians. A key lesson was the importance of cultural connection for these youth: being disconnected from their Aboriginal culture played a role in their journeys to the street, and cultural reconnection played a role in their healing and eventual exit from the street. Other key lessons include attending to the importance of the relationship and meeting youth where they are at. Given the lack of research on counselling with this marginalized youth population, this study is a starting point in understanding the experiences of street-involved Aboriginal youth with counsellors, and in creating more effective and culturally sensitive clinical interventions.
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Bamber, Andrew Thomas. "Narrative inquiry into family functioning after a brain injury." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9119.

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The lived experiences of the family of a Traumatic Brain Injury (TBI) survivor is an under represented, yet growing field of qualitative psychological research. This thesis used a case study approach with a family in which one member sustained TBI thirteen years previously. Using conversational unstructured interview techniques, I participated with the family in eliciting public narratives around their experiences since the accident. These public stories were also thickened by individual interviews, which both supported and contradicted the public narratives. In the analysis I found two major narrative lines, the first of which was the baby-narrative which held that the injured person must not be injured any further in word or deed and must be protected at all time. The second dominant narrative was the fighting-narrative, which was characterised by language and actions around fighting/battling on behalf of the injured person against uncaring ‘others’. Several important suppressed or counter narratives emerged during the individual interviews, which could not be spoken about publically. I conclude that the power of the two dominant narratives is fuelled by constant rehearsal and enactment, which actually freezes the family and does not allow it to move forward. Suppressed stories are discussed as a possible avenue for therapeutic growth and for the evolution of the family story as they age.
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Berrow, Georgina. "Humanitarian aid workers' transition into retirement : a narrative inquiry." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/23203/.

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In this research, I have explored the retirement experience of 6 humanitarians who had retired from a humanitarian organization after a career characterised by frequent, global relocation and the need to live and work in physically and emotionally challenging conditions. I used a narrative methodology which viewed their written stories and conversations with me as situated in specific organizational, social and cultural contexts. I have also identified themes which arose in their narrative in the three areas of enquiry which has framed this research: finding meaning and identity in retirement, the importance of relationships in retirement and dealing with existential questions. The issue was becoming more relevant to the organization because of changes in the mandatory retirement age which are currently being implemented and the implications of this for individuals themselves, their decision making and the options for providing organizational support in the years prior to a later retirement. Each of the retiree’s stories was as unique as the person who wrote it but nevertheless interesting conclusions were drawn which may be relevant for others: the inner, emotional journey of retirement can be as important and eventful as the exterior, practical journey. This group of men and women may be on the vanguard of globalization in that they assimilate at a deep level into their identities the idea of global citizenship during retirement. The organizational career management of humanitarians towards the end of their careers needs to reflect to a greater extent the challenges they have faced during their careers and those they will continue to face in retirement.
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Goldsmith, Christy. "Enacted Identities| A Narrative Inquiry into Teacher Writerly Becoming." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877145.

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This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-as-writers. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant’s experience with writing.

Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process —> product, employing Goffman’s (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers’ personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a “kind of W/writer or teacher” brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.

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Bridges, Nell Epona. "Maintaining ethical counselling despite contrary demands : a narrative inquiry." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/61b21a98-3c1b-407d-b8c0-6e1bb2d42d20.

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Yousafzai, Ayesha Latif. "Identity Performance Among Muslim International Women: A Narrative Inquiry." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89101.

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The purpose of this research was to study identity performance among undergraduate Muslim international women on college campuses in the U.S. Identity performance was defined as the way in which these women acted, engaged, interacted, behaved, and situated themselves in their various environments (Goffman, 1959). The conceptual framework for the study was Bronfenbrenner's Ecological Systems Theory (1979) that identifies five environmental systems in which an individual interacts (microsystems, mesosystems, ecosystems, macrosystems, and chronosystems). This study focused on identity performance in microsystems. Narrative inquiry, a qualitative methodological approach, was utilized to pursue two research questions: (1) how do undergraduate Muslim international women describe their experiences of identity performance inside college environments; and (2) how do undergraduate Muslim international women describe their experiences of identity performance outside college environments? Two in-person interviews were conducted with eight participants representing six countries (Kuwait, Malaysia, Morocco, Oman, Pakistan, and Saudi Arabia). Interviews were transcribed verbatim, and data were analyzed with four iterations of coding (narrative coding, refining narrative coding, pattern coding, theming the data) (Saldaña, 2015). Five themes emerged: Muslim identity performance in home country, Muslim identity performance and family, Muslim international identity consciousness, religious engagement on campus, and understandings of new Muslim international identity. The stories shared revealed that identity performance was a complex process; it was ever changing and evolving as Muslim international women navigated their way from a religiously homogeneous environment in the home country to a heterogeneous environment within the U.S. Their microsystems and interactions with various environments influenced their performances of their various identities. These influences were also related to contextual conformity, psychological awareness, agency, resilience, persistence, positivity and appreciation of their experiences in the ever-changing environments. The study has implications for faculty and university administrators who are seeking to create inclusive and encouraging academic and social environments. Findings also have implications for future research on identity performance, contextual conformity, and experiences of Muslim international students.
Doctor of Philosophy
The population in the United States of America is rapidly becoming more diverse in terms of ethnicities, religions, and resident demographics. As a result of this shifting pattern towards heterogeneity, colleges and universities are also becoming more diverse (Seidman, 2005). International students and Muslim students are two such populations that have contributed to the increased diversity of the student body. Among these populations, international Muslim women reside at a unique intersection of gender, religion, culture, ethnicity, and national identities. Literature reveals that Muslim international women are often stereotyped and they experience Islamophobia in gendered ways (Cole & Ahmadi, 2003). The purpose of my research was to study identity performance of Muslim international women on two college campuses in the U.S. Identity performance was the ways in which these women acted, engaged, interacted, behaved and situated themselves in their various environments (Goffman, 1959). I used Bronfenbrenner's Ecological Systems Theory (1979) as the conceptual framework for this study. This theory identifies five environmental systems in which individuals interact (microsystems, mesosystems, ecosystems, macrosystems, and chronosystems). This study focused on identity performance in microsystems, which were their immediate environments. I used narrative inquiry, a qualitative methodological approach, to pursue two research questions: (1) how do undergraduate Muslim international women describe their experiences of identity performance inside college environments; and (2) how do undergraduate Muslim international women describe their experiences of identity performance outside college environments? I conducted two interviews each with eight participants to collect their stories of identity performance. The stories shared revealed that identity performance was a complex process. Contextual conformity, psychological awareness, agency, resilience, persistence, positivity and appreciation of their experiences influenced their identity performances. This study has implications for faculty and university administrators who are seeking to create inclusive, convenient and encouraging academic and social environments for all students. Findings also have implications for future research on identity performance, contextual conformity, and experiences of Muslim international students.
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Sisson, Jamie Huff. "Professional Identities: A Narrative Inquiry of Public Preschool Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1297272209.

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Muhammad, Lameesa W. "Un-Doing School, African American Homeschoolers: A Narrative Inquiry." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311786648.

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Mullins, Hunter. "Educator Experiences Associated with Lateral Mobility: A Narrative Inquiry." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3974.

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The purpose of this research was to understand educator experiences associated with a lateral career move. Qualitative narrative interviews were conducted with six educators, including four administrators and two teachers, who met specific research participation criteria. Thematic analysis and axial coding were performed on the collected data. A framework based on self-determination theory was used to further interpret the research findings. Research findings included participant accounts related to organizational perceptions, emotional effects, and perceptions of superordinate behaviors, before and after making a lateral move. Participants reported experiences associated with negative wellbeing and thwarting the basic psychological needs satisfaction of autonomy, competence, and relatedness prior to making a lateral move. Participants reported experiences associated with positive wellbeing and supporting the satisfaction of basic psychological needs after making a lateral move. The tenets of self-determination theory were supported. Recommendations for professional practice and future research are included.
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Hashimoto, Natsuo. "Cultural identities of Japanese university administrators : a narrative inquiry." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689598.

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The aim of this research is to use narrative inquiry to explore and to clarify the cultural identities of Japanese university administrators. Because I myself am a university administrator, uncovering others' identities has helped me to articulate my own. The dissertation is structured along the route of my own identity transformation, and in a sense represents an autoethnography of the process of uncovering my socially constructed identity. My fictional diaries, included in each chapter, and my growing awareness as developed through my interviews with others, are analysed as narratives. In Japan, it is said that the climate for higher education is becoming harsher, requiring the nation to develop highly competitive universities in order to survive global competition. Such stories are often constructed by the Japanese government which believes that the presence of world-class universities leads to the enhancement of national strength. In these circumstances, the voices of different and often marginalised perspectives are often ignored in mainstream discourse. As a result of Japan's declining economic status, the government has come to believe that its universities must be strengthened to empower the economy in global markets. It has attempted to force universities to conduct drastic reforms of their own governance based on national policies. In this context university administrators are often situated as instrumental in accelerating these reforms. However, the voices of administrators themselves, who are inclined to be found in minor and low-status positions, are seldom heard. In this dissertation, I attempt to uncover these voices by conducting a narrative inquiry into the identities of university administrators. Narratives gathered from a group of administrators are synthesised and complemented by my life history as discovered through autoethnography. In doing so I identify a cultural identity embedded in Japanese culture that influences how administrators construct their own professional identities.
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Harrison, Malou Chantal. "A Narrative Inquiry of Successful Black Male College Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/145.

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Despite a growing enrollment of Black males in colleges and universities in the U.S., the nationwide college degree completion rate for Black males remains at disproportionately low numbers as compared to other ethnicities and to that of Black females. The purpose of this narrative inquiry study was to evoke and promote the voices of successful Black male students and to understand their perspectives on factors that contributed to their college success. Findings from this research provide insight into college experiences and interventions that have positive implications for Black male college student success. Valencia's (2010) work on educational attainment served as the anti-deficit conceptual framework for this study, which used a qualitative approach of criterion-based, purposeful sampling. A total of 14 Black male college students from a community college in the Southeast served as study participants. Eight participants were interviewed, and 6 participated in a focus group. Open-ended interview and focus group protocols were used to engage study participants. The data analysis consisted of open and axial coding to identify recurring themes. The analysis revealed the college experiences to which successful Black male college students were exposed. These experiences included student organization membership, community service, advising, and mentorship engagement. Intrinsic motivation and ethnicity were also emergent themes that appeared to contribute to the students' college success. The study findings are insightful as to how institutions might better support Black male college success and completion. Increased Black male college completion has positive implications for a better quality of life for this population and their families as well as greater socio-economic contributions to society.
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Slemon, Alice (Allie). "Nursing students' experiences in mental health practicums : a narrative inquiry." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62718.

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Mental health challenges are one of the leading global health concerns, yet health care for people experiencing these health issues is severely lacking, in both accessibility and quality. Nurses are uniquely positioned to provide direct care to this population, however nurses’ attitudes towards individuals with mental health challenges are frequently characterized by stigma and misconceptions. Mental health practicums within nursing school are a key venue for student learning, development, and experience in working with this population, yet research demonstrates that students frequently hold negative attitudes toward mental health nursing as a career path and do not feel adequately prepared to work with individuals with mental health challenges in any health care setting. To address gaps in understandings of these issues, this qualitative study explored students’ experiences within mental health practicums through a narrative inquiry approach. Individual interviews were conducted with 15 nursing students following their practicum experiences. Findings describe the narrative of resistance within the students’ practicums that emerged from participant stories of their experiences. The students identified this practicum as fundamentally different from others, and as such, their pre-engagement included particular preparation strategies to maintain their emotional well-being through the practicum, and critical engagement with societal stereotypes around mental health. Within the practicum, the students’ recognized the ways in which nursing care of patients was characterized by power relations, enacted through disengagement and unsafe and unethical practices. Participants enacted resistance through connecting with patients, enacting ways of knowing that contrasted with dominant nursing practices, and drawing on their student role to justify their resistance. Informing participants’ enactment of resistance, narratives spoke to the complex interplay of empowerment and disempowerment in the setting, shaping their experiences in the practicum and expectations of future nursing practice. Study implications include theoretical contributions to the concept of resistance within nursing education. Additionally, this study supports the need for increased educator support for students in advance of, and during, their mental health practicums; findings further speak to the need for systemic changes in the practice environment to support safe and effective patient care.
Applied Science, Faculty of
Nursing, School of
Graduate
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Winterhalt, Ruth A. "A narrative inquiry into counsellor education, two lives in evolution." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ27592.pdf.

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Andres, Karen. "A narrative inquiry into understanding female adolescence and anorexia nervosa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ34331.pdf.

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Phillion, JoAnn. "Narrative inquiry in a multicultural landscape, multicultural teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41272.pdf.

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41

Donaldson, David Shaw. "Wounded veterans| Reintegration through adventure-based experience; A narrative inquiry." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155607.

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Since September 11, 2001, U.S. servicemen and women, having served in Iraq and Afghanistan, are returning home having suffered and survived catastrophic and disabling physical, neurological, psychological, and moral injuries. By every measure, the casualty statistics are staggering. Perhaps even more alarming is the reality that we have yet to see the full extent of the psychological and neurological injury-related complications that will emerge in the months and years to come. War exacts a heavy burden not only on the service member, but their families as well. Divorce affects female troops 3 times that of their male counterparts. During post-deployment health screenings, 12% of troops report substance abuse problems, while only 0.2% are referred for further evaluation and treatment. On any given night in America, about 154,000 veterans are homeless. Nearly half of those homeless have a mental health diagnosis and more than 70% struggle with substance abuse. Unfortunately, and too often, the burdens these servicemen and women carry become too heavy as suicide becomes an exercised option. Between 2004 and 2008, the rate at which active duty army soldiers took their own lives doubled.

The evidence strongly suggests that significant numbers of recent veterans are not successfully reintegrating back into society by virtue of high incidence rates of suicide, substance abuse, family problems, divorce, unemployment, homelessness, and incarceration. Unfortunately, that reintegration journey is seldom supported by the U.S. Department of Defense (DoD) or the U.S. Department of Veterans Affairs (VA) in any consistent meaningful manner beyond the date that the veteran is discharged from active duty.

This narrative inquiry explored the community reintegration experiences of ill, injured, and disabled U.S. servicemen and women that served in the global war on terrorism in Iraq and Afghanistan since September 11, 2001. More specifically, the service member’s experiences and perspectives around engagement in adventure-based activities, the supportive communities that manifest around those activities, and the role or value of that experience in the reintegration process. Through narrative inquiry, this study gives voice and adds deep contour and rare perspective to this typically isolated, humbly silent, and understudied population, informing greater understanding of the warfighter experience and the elements of their journeys that support successful rehabilitation and reintegration.

The findings of this study suggest that adventure-based activity and the communities that manifest around those activities played a vital role in the successful rehabilitation and reintegration journey of each of the research participants. Through surfing, rock climbing, and mountaineering, each was able to satisfy needs at all levels of Maslow’s hierarchy, facilitating the ability to redefine their sense of identity, reestablish a sense of purpose, and reconnect and reintegrate into a welcoming and supportive community apart from the military.

Findings from this study also inform policy, practice, and future research that can positively influence and improve the experience of current and future casualties of war. Honoring a commitment made by President Lincoln over 152 years ago and in keeping with the VA’s mission, the federal government must fund future research that has the capacity to influence expansion of the VA’s current narrow scope of practice. It must also vet and fund community-based programs that demonstrate the ability to positively influence the rehabilitation and reintegration journey. The findings of this study also inform practice in both the community and VA. Educators, clinicians, program providers, volunteers, and donors serving this population now have a more complete image of the veterans’ experience and the immense value of their contribution to the journey. Future research that includes a multicultural voice, the voice of women, inclusion of other adventure-based activities, and a variety of methodological approaches is imperative if the research community is to play a role in positively influencing the rehabilitation and reintegration journey of veterans that are ill, injured, and disabled.

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Hui, Wing Kan Yeung. "Motivating native Hawaiians by project-based learning| A narrative inquiry." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252465.

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Native Hawaiian children have been facing challenges in multiple areas and multiple settings comparing to their non-Hawaiian peers. Many of Native Hawaiian children are academically struggling in the schools and have high dropout rates. This qualitative study explores the perceptions of a group of Native Hawaiian high school graduates on the Island of Oahu in regards to how project-based learning impacted their learning to determine whether or not project-based learning is an effective instructional strategy to motivate Native Hawaiian learners. Project-based learning intergrades the learning and psychological theories of intrinsic motivation, experimental, constructive and social learning. This narrative inquiry study confirmed that project-based learning had positively impacted on most of participants’ learning in the areas of interest of learning, engagement, self- challenged, attitudes towards learning, social and communication skill, learning skills, life skills, Hawaiian culture connection, technology, and curiosity. The importance of teacher-student relationship was identified as a key to achieve a successful PBL. Hands-on projects, community involvement and teamwork were the areas were also considered essential. The implications from this qualitative study were beyond determining whether or not PBL was a motivational tool for Native Hawaiian learners, but some of the causes for lacking of motivation. The participants of this study called for being connected to their cultures, community, place, and school through PBL. The narrative study discovered that Native Hawaiian learners require people who work with them understand Hawaiian culture and establish culture competency in PBL. Successful implementation of PBL can connect Native Hawaiian learners to learning, school, culture, their own identity, and Aloha spirit so that they are motivated to learn.

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Kurtha, Fatima. "A narrative inquiry into the experiences of recovering drug addicts." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65567.

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In an effort to gain more insight into the subjective experience of recovery, and provide a platform for their voices to be heard, this research endeavour focuses on the storied-experiences of recovering addicts as conveyed through life narratives. Through the process of narrative reconstruction, the study will elucidate shifts in meaning-making. The study employed a postmodern social constructionist epistemological lens. Three recovery addicts were recruited from an Ibogaine-assisted rehabilitation centre. Narrative inquiry methodologically navigated this study. A qualitative methodological design was employed. Data was collected using written autobiographical narratives, and semi-structured interviews. Data was analysed using narrative-thematic analysis, which gave rise to six main themes and eight sub-themes. Recovery involved a reconstruction of identity which was informed by shifts in meaning related to love, acceptance, forgiveness, and the acquisition of and identification with new roles. Shifts within their relationship with drugs and the meaning they attached to the accompanying lifestyle, appeared to be vital reinterpretations in their journey. Communal and familial support was identified as a key source of recovery capital. The narratives reflected growth and reparation following addictive stagnation and destruction. Ibogaine was identified as a vital catalyst in the reconstruction of their life narratives. A renegotiation of power and control also informed the transition from addict to recovering addict. Volitional-change was an important feature. Faith and altruism served as important facets in constructing a purposeful recovery narrative. The study allowed for new insights into the experience and meaning of recovery from drug addiction, conveyed through rich idiosyncratic accounts.
Mini Dissertation (MA)--University of Pretoria, 2017.
Psychology
MA
Unrestricted
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Marshall, Bowen Tyler. "Bringing Ourselves to Work: A Narrative Inquiry of LGBTQ Professionals." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1501499555486363.

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Siemens, Audrey J. "Stories of resilience of young adults." 2009. http://hdl.handle.net/1993/3130.

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Assisting young people in becoming resilient is the topic of much research in the education community. My research utilised the life stories of four participants and sought to understand their experiences in their attainment of resiliency. Their personal accounts offered a unique perspective. Attachment Theory, Locus of Control Theory and Self-Efficacy Theory has much to offer the topic of resiliency and support the findings of my study. Results indicate that each of the participants had secure attachments, an internal locus of control and a strong personal self-efficacy. Optimism and hardiness were evident as each participant spoke about the process of attaining resiliency. Insights as to how educators can utilise the findings of this research and promote resilience were also addressed.
October 2008
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Li, Ping-Tzu, and 李苹慈. "My Floating Fragment Self:A Narrative Inquiry." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30273732121927494645.

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碩士
東海大學
社會工作學系
101
This is an amazing journey using self-narrative as research approach especially without any plane. Life should not on schedule always so that we won’t miss too much time worry and miss . I had been living in confusing, floating, fragmenting status for long years. If there is no duty to finish my degree, I don’t get chance to close myself finding life patient back, I don’t gain chance to live through Narrative inquiry . Although my thesis unfinished finally, I have been learning a lot from this process, carrying my new friend on my way to the future. I will say: Too good to be true. Go on!Go on!
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Tsai, Hsin-Yi, and 蔡馨儀. "How I Encountered Accounting:A Narrative Inquiry." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/05549527735637731666.

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Wilson, Sylvia. "Fragments : an art-based narrative inquiry." Thesis, 2000. http://hdl.handle.net/2429/11013.

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As I investigate, construct, and tell autobiographic narratives of mothering, of loss, and of hope, both the process of research and the "story fabric" evolve as both written and visual, an interplay of image and text. I involve myself in this investigation as I expect that it is in these places of loss, disability, and dependence that one can find things of great value, perhaps a way of being with each other, of caring, of sharing of self, and of receiving the other that does not depend on growth or achievement or on progress in learning. Ted Aoki writes of "face to face living" (1993, p. 59) of teacher and student. Living, as it were, not at a distance, but face to face and engaged as we open ourselves to the daily struggles and challenges we bring to our work, our teachingAearning, and to our research. Autobiographic narrative offers a way in, extends an invitation to give and to receive.
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Lin, Ming Teh, and 林明德. "The narrative inquiry of two-timer." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41849601042280473839.

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碩士
國立臺灣師範大學
人類發展與家庭學系
98
Through narrative analysis, this qualitative study explores why one wants to involve in dating infidelity, how he/she thinks of the primary relation and the extradyadic relations, as well as his/her thoughts about dating infidelity. The participants interviewed (2 males and 2 females) were between 20 and 30 when they were involving in dating infidelity. The first chapter of the thesis delineates the stories that drew my attention and curiosity on dating infidelity. The second chapter depicts my attempts to find out the common understanding of two-timers involving in dating infidelity by reviewing previous research findings. The third chapter illustrates the methodology that I use and the research process. The fourth chapter presents four stories of dating infidelity and analysis with narratives, previous literature, and my own stories. The fifth chapter concludes my reflections on the stories and analyses, which includes: (1) Beneath the phenomena of dating infidelity, there is a more complicated context; (2) Two-timers may have no better options to fulfill their needs; (3) Two-timers may have a perception gap with their primary partners; (4) Two-timers may have little awareness and resistance of ambiguous feelings from themselves and others, thus easily get themselves into situations in which certain feelings naturally arise; (5) Infidelity secrets are influenced not only by individual factors but also by relational and social context factors; (6) Two-timers may take their behavior as a selectively fidelity, which means not violating all the promises and having more tolerance for their behavior.
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Wu, Kuo-Jung, and 吳國榮. "Narrative inquiry of starting an enterprise." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29964986400585937753.

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碩士
國立中山大學
高階經營碩士班
98
To pursuit as an entrepreneur is one of options of career, it is also a dream of many people. Not all the ventures are with success eventually, however, it deserves for a trial and learning a lesson. As being one of the founders of C corporation, the researcher will explore the undertaking process of starting an enterprise in this study, and investigate the issues induced by people and their influence during development of enterprise. The motivation of an entrepreneur to start an enterprise can be traced back to background of his childhood of family life, education and work experience. After setting up an enterprise, the employee will join and will get involved in managing of the organization. And the enterprise will become more complicate as a non-linear system. By investigating the key events during the venture, the role of people and problems induced at various stages of life-cycle of organization will be studied and try to find their resolution. By using narrative inquiry, the researcher will narrative himself as life story to re-entry realm of past experience of the venture of starting C corporation. Though, it is painful to recall some memory. However, the past experience is the most valuable and knowledgeable for C corporation to recreate second curve of life-cycle of organization by innovation of entrepreneurship.
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