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Journal articles on the topic 'Narrative inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 September 2024

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1

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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3

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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8

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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Li, Bingyu. "Navigating Through the Narrative Montages: Including Voices of Older Adults With Dementia Through Collaborative Narrative Inquiry." International Journal of Qualitative Methods 21 (January 2022): 160940692210833. http://dx.doi.org/10.1177/16094069221083368.

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Having the opportunity to express oneself is an important right to every human being. However, narratives of older adults with moderate to severe dementia are constantly ignored for their incoherence and inaccuracy. In most studies, their narratives were solely collected to measure their cognitive function, rendering their lived stories untold, unheard and undocumented. To include voices of older adults with moderate to severe dementia in research and liberate them from the patient identity, this article proposes collaborative narrative inquiry as a method to explore the meaning-making mechanisms and selfhood construction processes embedded in their incoherent narratives. Integrating narrative inquiry and collaborative analysis, collaborative narrative inquiry aims to collect, construct and deconstruct narratives of participants through an iterative and reflective way, in collaboration with caregivers. This method requires a paradigm shift from generating one essential truth of people’s lived experience to co-creating plural lived truths situated in different temporal, social and cultural backgrounds. Facilitating the proliferation of identities beyond the patient identity among older adults with moderate to severe dementia, collaborative narrative inquiry generates counter narratives against a single disease narrative. It de-marginalizes this group by inviting their voices back into the society, and destigmatises them by creating a new way to engage with them.

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Levine-Rasky, Cynthia. "Creative nonfiction and narrative inquiry." Qualitative Research Journal 19, no. 3 (July 24, 2019): 355–67. http://dx.doi.org/10.1108/qrj-03-2019-0030.

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Purpose The purpose of this paper is to describe, situate and justify the use of creative nonfiction as an overlooked but legitimate source of text for use in social inquiry, specifically within the ambit of narrative inquiry. What potential lies in using creative writing, creative nonfiction specifically, as a source of text in social research? How may it be subjected to modes of analysis such that it deepens understandings of substantive issues? Links are explored between creative nonfiction and the social context of such accounts in an attempt to trace how writers embed general social processes in their narrative. Design/methodology/approach Three exemplars from literary magazines are described in which whiteness is the substantive theme. The first author is a woman who writes about her relationship with her landscaper, the second story is written by a man who is overwhelmed by guilt after uttering a racial slur, and the third text is by a man who describes his attempts to help a homeless couple. The authors’ interpersonal experiences with people unlike themselves tell something significant about the relationship between selfhood and power relations. Findings No singular pattern emerges when analyzing these three narratives through the critical lens of whiteness. This is because whiteness is not a subject position or static identity but a practice, something that it is done in relation to others. It is a collective capacity whose value is realized only in dynamic relationship with others. As a rich source of narratives, creative nonfiction may generate insights about whiteness and middle classness and how their intersections give rise to complex and contradictory sets of social relations. Originality/value There is very little precedence for using creative nonfiction as text for analysis in any discipline in the social sciences despite its accessibility, its richness and its absence of risk. Inviting the sociological imagination in its project to link the personal to the political, it opens possibilities for the analysis of both in relationship to each other. As a common form of narrating everyday understandings, creative nonfiction offers something unique and under-valued to the social researcher. For these reasons, the paper is highly original.

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Macintyre Latta, Margaret, Leyton Schnellert, Kim Ondrik, and Murray Sasges. "Modes of Being: Mobilizing Narrative Inquiry." Qualitative Inquiry 26, no. 10 (July 12, 2018): 1222–32. http://dx.doi.org/10.1177/1077800418786309.

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Narrative inquiry’s capacities to reveal relational complexities and nuances of individuals and settings in varied contexts purposefully shape the lived curriculum within a community middle school setting. The experiential narratives of students, teachers, administrators, parents, and mentors contributing to the curricular documentation of the makings of this community have not only provided a medium to access these relations but also become an educative catalyst, opening into ongoing deliberations concerning the nature of education, knowledge, and what it means to be a community, by all involved. Grounded in Dewey’s primary notion of experience, participatory practices position each community member to bring their narratives of experience into the makings and remakings of community, elucidating modes of being and associated habits. Representative voices illuminate the mobilizing potential of narrative inquiry as a vital medium for reframing education within all institutions, communities, and beyond.

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Atkinson, Becky. "Teachers Responding to Narrative Inquiry: An Approach to Narrative Inquiry Criticism." Journal of Educational Research 103, no. 2 (November 30, 2009): 91–102. http://dx.doi.org/10.1080/00220670903323461.

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15

Conle, Carola. "Thesis as Narrative or “What Is the Inquiry in Narrative Inquiry?”." Curriculum Inquiry 30, no. 2 (January 2000): 189–214. http://dx.doi.org/10.1111/0362-6784.00162.

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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, and Emily Machado. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

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Abkhezr, Peyman, Mary McMahon, Marilyn Campbell, and Kevin Glasheen. "Exploring the boundary between narrative research and narrative intervention." Narrative Inquiry 30, no. 2 (May 19, 2020): 316–42. http://dx.doi.org/10.1075/ni.18031.abk.

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Abstract Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations. This study explored the implications of engaging recently resettled young African participants in narrative inquiry interviews. Thematic analysis uncovered four themes and 11 subthemes from the interviews. The Future Career Autobiography (FCA; Rehfuss, 2009, 2015) was used to understand these participants’ narrative themes and explore the possibility of narrative change as a result of participating in narrative inquiry interviews. The findings illustrate the transformative function of narrative inquiry as uncovered by the FCA, and how narrative inquiry could potentially cross a boundary with narrative interventions such as narrative career counselling.

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Lessard, Sean, Vera Caine, and D. Jean Clandinin. "Exploring neglected narratives: understanding vulnerability in narrative inquiry." Irish Educational Studies 37, no. 2 (April 3, 2018): 191–204. http://dx.doi.org/10.1080/03323315.2018.1465835.

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Bastola, Ganesh Kumar. "Narrative Inquiry as a Viable Method in Language Teaching Research: A Short Analytical Study." Gyanjyoti 3, no. 1 (March 7, 2023): 12–23. http://dx.doi.org/10.3126/gyanjyoti.v3i1.53032.

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This paper portrays my personal experience articulating narrative inquiry as a viable research approach to language pedagogy. It brings a personal nostalgia to the epistemic understanding of narrative inquiry. For this, I employed a qualitative research approach in my paper. For the successful accomplishment of the paper, I employed secondary sources; particularly data collected from research articles, books, dissertations, different websites and reports related to narrative research, etc. Within the qualitative continuum, I used the document analysis method and connected it with my own research experiences of using secondary sources of data in narrative research. More specifically, it explored how the research's paradigm was undergoing to bring the narratives as information to systematize the random experiences in research. In particular, this paper offers a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of narrative inquiry. Furthermore, narrative inquiry research paves the way to understanding what researchers know and what they believed about their research practices. The core process of narrative research is to systematize its design and set its conceptual framework. The principal attraction of narrative as a method is its capacity to render life experiences, both personal and social, in relevant and meaningful ways. It shows that researchers must learn to assume possible research procedures linearly to address their actions and performance. Moreover, narrative inquiry as a method serves as a pioneering foundation to replicate human experiences and establish itself as a prior research method in educational research.

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f, f. "Designing for Dynamics in Dynamic Narrative Inquiry." Asian Qualitative Inquiry Association 2, no. 2 (December 31, 2023): 77–94. http://dx.doi.org/10.56428/aqij.2023.2.2.77.

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This article addresses the question “How is dynamic narrative inquiry dynamic?” To do that, I present principles of dynamic narrative inquiry, with a focus on the active authoring of meaning in research interactions as in everyday life. Drawing on prior examples of activity-meaning system research designs and dynamic narrative analyses, I illustrate how this authoring process involves creative use of language and literary forms to express and transform interactive meaning with diverse others and one’s self. A goal of the article is to increase researchers’ sensitivity to the fact that paying attention to how everyone communicates offers major and otherwise overlooked insights into what everyone is saying about the issue of interest.

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Haydon, Gunilla, and Pamela van der Riet. "Narrative inquiry: A relational research methodology suitable to explore narratives of health and illness." Nordic Journal of Nursing Research 37, no. 2 (October 21, 2016): 85–89. http://dx.doi.org/10.1177/2057158516675217.

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This paper proposes the need for further qualitative research to gain valuable insight into individuals’ experiences of health and illness and the suitability of narrative inquiry as a methodology to investigate these experiences. It is essential to increase qualitative knowledge of individuals’ experiences of illness in order to improve and personalise their care. Narrative inquiry aims to understand knowledge gained from the individual’s narrative of their experiences. Narrative inquiry explores experiences through the dimensions of temporality, sociality and spatiality. The aspect between these dimensions provides an exploratory structure for narratives surrounding health and illness: temporality – when did the illness begin, how will it influence the future; sociality – cultural and personal influences on views of illness; spatiality – surroundings, such as hospitals, and their influence on the health–illness perspective. Narrative inquiry not only provides a deep understanding of the investigated phenomena, it is also provides a rich vibrant narrative presentation of findings for the reader and user of research.

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Fúnez-Flores, Jairo Isaac. "Intellectual histories and the academic drama of narrative inquiry." Revista Brasileira de Pesquisa (Auto)biográfica 3, no. 9 (December 20, 2018): 871–84. http://dx.doi.org/10.31892/rbpab2525-426x.2018.v3.n9.p871-884.

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The article draws on Victor Turner’s (1980) heuristic concept of social drama to construct an academic drama between diverging intellectual genealogies. It reviews narrative inquiry’s intellectual history and uses a dramaturgical perspective throughout to emphasize the varying diverging narrative paths this form of inquiry has taken. The intellectual history reviewed is not exhaustive but rather limited to a few scholars involved in developing narrative inquiry into a methodology and as a counter-narrative practice.

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Head, James Christopher. "Multicontextuality in narrative inquiry." Qualitative Psychology 7, no. 2 (June 2020): 206–25. http://dx.doi.org/10.1037/qup0000169.

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Bosk, Emily Adlin. "Kathleen Wells, Narrative Inquiry." Qualitative Social Work 10, no. 4 (December 2011): 537–45. http://dx.doi.org/10.1177/1473325011425481a.

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Pitre, Nicole Y., Kaysi E. Kushner, Kim D. Raine, and Kathy M. Hegadoren. "Critical Feminist Narrative Inquiry." Advances in Nursing Science 36, no. 2 (2013): 118–32. http://dx.doi.org/10.1097/ans.0b013e3182902064.

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Guthrie, Kate. "(Re)fractional narrative inquiry: A methodological adaptation for exploring stories." Methodological Innovations 15, no. 1 (March 2022): 3–15. http://dx.doi.org/10.1177/20597991221077902.

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Narrative inquiry is relational inquiry in which inquirers come alongside the living, telling, re-living, and re-telling of stories . In this article, I present how I adapted narrative inquiry to explore parent perspectives of their gifted adolescent daughters’ experiences of belonging. At the time, I was conducting this study as part of my doctoral dissertation work and as a novice researcher, I struggled with (1) gaining access by a school district to interview adolescent students, (2) believing I could relationally come alongside adolescents as an outsider, and (3) questioning their developmental ability to think reflectively about their stories of belonging. Ultimately, I had to rethink my narrative inquiry approach. Here in this article, I share how I re-conceptualized my methodological approach as (re)fractional narrative inquiry to better understand gifted girls’ experiences from the perspectives of those who have relationally lived alongside them. I also present the context and methods of the study, provide a sample of co-negotiated narratives, discuss justifications of my inquiry, and conclude with reflections and evaluations of my adaptations.

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Chung, Simmee. "A Reflective Turn: Towards Composing a Curriculum of Lives." LEARNing Landscapes 2, no. 2 (February 2, 2009): 123–38. http://dx.doi.org/10.36510/learnland.v2i2.299.

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This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.

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Lindquist, Julie, and Bump Halbritter. "Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative." College Composition & Communication 70, no. 3 (February 1, 2019): 413–45. http://dx.doi.org/10.58680/ccc201929989.

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We suggest that literacy narratives can be an important part of a curriculum designed to encourage students to understand themselves as developing learners and students. We know that there is great potential for literacy narratives—for narrativizing—when invited within a scaffolded curriculum of collaborative narrative inquiry. We place literacy narratives in the service of documenting learning—that is, within a pedagogical scaffolding designed to lead students through a series of moves that feature inquiry and discovery (about literacy). As such, the literacy narrative that emerges as most important is the final reflective narrative: the one we have spent all semester preparing students to write. That act of deferral creates an opportunity to put the literacy narrative (LN) assignment to different earlier use as a means for creating an ongoing, experiential literacy-learning narrative that will be realized as a reflective narrative: one we call the experiential-learning documentary (ELD).

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Caine, Vera, Pam Steeves, D. Jean Clandinin, Andrew Estefan, Janice Huber, and M. Shaun Murphy. "Social justice practice: A narrative inquiry perspective." Education, Citizenship and Social Justice 13, no. 2 (May 24, 2017): 133–43. http://dx.doi.org/10.1177/1746197917710235.

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Narrative inquiry is both phenomenon and methodology for understanding experience. In this article, we further develop our understandings of narrative inquiry as a practice of social justice. In particular, we explore ways in which social justice issues can be re-framed and re-imagined, with attention to consequent action. Drawing on work alongside Kevlar, a youth who left school early, we explore our understandings. Being grounded in pragmatism and emphasizing relational understanding of experience situate narrative inquiry and call us to think narratively with stories. This allows for movement away from dominant narratives and toward openings to imagine otherwise in dynamic and interactive ways.

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Borisenkova, Anna. "Narrative Foundations of Knowing: Towards a New Perspective in the Sociology of Knowledge." Sociological Research Online 14, no. 5 (November 2009): 206–12. http://dx.doi.org/10.5153/sro.2011.

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There has been a tendency in social science to apply narrative inquiry ways of thinking and working to sociological research. Narratives are present either in theoretical schemes or in methodology. The purpose of this paper is to demonstrate the contribution made by narrative to social epistemology. Firstly, this is done through the explication of an explanatory potential of the concept of narrative and its ability to transform the analysis of fundamental sociological objects, such as human experience, actions, and communication. Secondly, the paper highlights three points involved in a narrative basis to scientific knowledge: discipline's biography as a narrative; narrative as a representation of social phenomena; and narrative as a kind of logic, embedded in the process of sociological explanation. Through a consideration of Charles Tilly's, Paul Ricoeur's, and Max Weber's arguments the problem of applying narrative inquiry to the investigation of large-scale phenomena is set. Apart from some insights, interpretative explanations, and illustrations, the paper provides critical arguments concerning the limitations of the narrative inquiry with respect to social epistemology.

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Estrella, Karen, and Michele Forinash. "Narrative Inquiry and Arts-Based Inquiry: Multinarrative Perspectives." Journal of Humanistic Psychology 47, no. 3 (July 2007): 376–83. http://dx.doi.org/10.1177/0022167807301898.

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32

Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (September 21, 2016): 75–94. http://dx.doi.org/10.1177/1468794116668000.

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Participatory researchers advocate using presentational arts-based methods to collectively inquire into a social phenomenon. In a co-operative inquiry in an Australian rural community, ten community workers inquired into the ‘love ethic’ in their community work practice using narrative, performative and visual methods to gather, analyse and interpret data within cycles of reflection and action. Group members collectively and democratically chose to use presentational inquiry tools such as storytelling, dialogical performance, gift-giving, drawing and other non-traditional approaches to explore the topic and generate collaborative knowledge. These methods were engaging and empowering, and supported group members to develop a love-based framework of community practice. The group’s final collective drawing depicts the roots, trunk, fruit and saplings of a tree representing the values, process, outcomes and cyclical nature of the love ethic in community work.

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Ciuffetelli Parker, Darlene, and Cheryl J. Craig. "An International Inquiry." Urban Education 52, no. 1 (August 3, 2016): 120–51. http://dx.doi.org/10.1177/0042085914566097.

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This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. The article examines poverty in terms of “small stories” that educators and students live and tell, often on the edges, unheard and unaccounted for in grand narratives. It also expands the story constellations approach to narrative inquiry by adding a new set of paired stories: stories of poverty–poverty stories. The overall intent is to illuminate in more nuanced ways the complex factors that shape people’s lives outside the boundaries of policy prescriptions.

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Noh, Jin-Gyu, and Hyeon-Suk Kang. "Reconceptualization of Concept-Based Inquiry in Creativity Education: focusing on Bruner’s narrative." Korean Journal of Teacher Education 38, no. 5 (September 30, 2022): 147–66. http://dx.doi.org/10.14333/kjte.2022.38.5.07.

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Purpose: The purpose of this study was to reconceptualize concept-based inquiry in creativity education based on Bruner's narrative. Methods: This study discusses the reconceptualization of narrative-based, concept-based inquiry learning in creativity education using ampliative criticism, which is one of Short's (1991) philosophical inquiry methods. The ampliative criticism was integrally discussed in accordance with syntopical reading. Results: Concept-based inquiry promotes students' authentic understanding based on concept, inquiry and questions. Moreover the progress of the students' concept formation is similar to creating meaning through narrative and applying it to life. Therefore, this study reconceptualizes Bruner's narrative as a student's concept inquiry process. Conclusion: As a result, narrative-based, and concept-based inquiry-learning suggested the possibility of narrative thinking, narrative schema, and narrative self. Also, Bruner's narrative is an important means for exploring creativity education.

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Foxall, Fiona, Deborah Sundin, Amanda Towell-Barnard, Beverly Ewens, Vivien Kemp, and Davina Porock. "Revealing Meaning From Story: The Application of Narrative Inquiry to Explore the Factors That Influence Decision Making in Relation to the Withdrawal of Life-Sustaining Treatment in The Intensive Care Unit." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110283. http://dx.doi.org/10.1177/16094069211028345.

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This paper considers the effectiveness of narrative inquiry as a research method in collecting and analyzing stories from a purposive sample of intensive care nurses and doctors, regarding their perceptions of the factors that influence decision-making in relation to the withdrawal of life sustaining treatment. Delaying the withdrawal of treatment when it is clearly indicated, may result in unnecessary patient suffering at the end of life, distress for the family as well as moral distress for staff. In narrative inquiry participants’ first-hand accounts of their experiences are told through story; the focus of analysis is the story, with the story becoming the object of investigation. Initially, participants’ stories were restoried to produce narratives that were co-constructed between researcher and participant. Narrative analysis, employing McCormack’s lenses and the interconnected analytical lenses, facilitated vertical analysis of each narrative. Horizontal analysis through thematic analysis facilitated the derivation of themes that were consistent within or across narratives. We detail here how narrative inquiry methodology was effective in revealing the meaning participants gave to their decision-making experiences through story, offering a broader understanding of the factors that impact on decision-making regarding the withdrawal of life-sustaining treatment. The study’s findings were powerful, derived from narratives rich and thick in description, depicting a multi-dimensional interpretation of the participants’ perceptions of their decision-making experiences. Participants experienced transformative learning through the narrative process, which led to changes in ways of working in the study setting. Recommendations arose to enhance clinical practice and education in this vital area of practice as a result of this study. The application of narrative inquiry enabled the discovery of significant findings as an avenue to challenge legislation and current opinion regarding the autonomy and role of the family in decision-making.

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Dunagin-Miller, Christine, and Jodi Jan Kaufmann. "Reimagining Cancer through Painting: An Arts-based Authoethnography." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 20–31. http://dx.doi.org/10.18432/a.r.i..v2i1.25655.

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We interweave arts-based inquiry, painting, and autoethnography, to critically examine one researcher's fearful narratives around cancer, death, dying, and family myths. These methods give us the distance to deconstruct Christine's past schema in order to take away its powerful influence on her life. This destabilized illness narrative leads to a transformational narrative of peace. Arts-based inquiry invites the viewer/reader to engage in similar acts of deconstruction and transformation.

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Dunagin-Miller, Christine, and Jodi Jan Kaufmann. "Reimagining Cancer through Painting: An Arts-based Authoethnography." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 20. http://dx.doi.org/10.18432/r2h05h.

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We interweave arts-based inquiry, painting, and autoethnography, to critically examine one researcher's fearful narratives around cancer, death, dying, and family myths. These methods give us the distance to deconstruct Christine's past schema in order to take away its powerful influence on her life. This destabilized illness narrative leads to a transformational narrative of peace. Arts-based inquiry invites the viewer/reader to engage in similar acts of deconstruction and transformation.

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Clarke, C. L. "Liminal Lives: Navigating the Spaces Between (Poet and Scholar)." in education 20, no. 2 (November 14, 2014): 103–20. http://dx.doi.org/10.37119/ojs2014.v20i2.172.

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This paper focuses on the importance of narrative beginnings to narrative inquiry, arguing that an examination of narrative beginnings is essential to positioning the researcher within the research. Through a series of personal poems, I unpack the significance of my own autobiographical beginnings from a narrative perspective, and from my proposed research on life and learning on the edges of community. In this paper, I also highlight the efficacy of employing poetic representation within a narrative inquiry. Through poetic representation, I demonstrate the liminal nature of understanding field texts and interim field texts as determined by the context of the three-dimensional narrative inquiry space, encompassing temporality, sociality, and place. Keywords: narrative inquiry; poetic representation; poetic inquiry; three-dimensional narrative inquiry space; marginalization; community; identity

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Glaser, Scheilla Regina. "Emotional discomforts in the piano learning process: a narrative inquiry." STUDIES IN EDUCATION SCIENCES 3, no. 3 (July 5, 2022): 1001–20. http://dx.doi.org/10.54019/sesv3n3-001.

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This paper presents narrative inquiry research carried out in São Paulo (Brazil) into the experiences of emotional discomfort generated during the piano learning process. This study addresses some of these discomforts and the narratives that shape them and give them meaning. Narrative Inquiry in Music Education (Barrett & Stauffer, 2009) offered the supporting basis to adopt narrative inquiry as the methodology (Clandinin, 2006, 2007, 2013; Clandinin & Connelly, 1990, 2000). We understand that lived experiences may cause memories, and that negative memories may hinder the experiences and performance of the student pianist (Osborne & Kenny, 2008). In order to undertake narrative inquiry, a group comprised of the researcher and 9 volunteer pianists met 23 times throughout 2018. Along the encounters, the participants told and retold their stories, discussed proposed subjects, and played the piano when, and how they wished. Methodologically, experiences of the participants were shared both orally and in written form. Each participant also wrote three individual narratives, following Irving Seidman's proposal (2006). The volunteers participated in the construction of the drafts and final text. As the researcher read and reread the narratives, she noted feelings of inadequacy, overload, frustration, and dissatisfaction due to constant comparison, loneliness, performance anxiety, injustice, and incomprehension on the part of teachers, colleagues, friends and relatives. Competitiveness emerged as a common denominator that caused these issues. The final discussion promoted a questioning of competitiveness in the piano teaching system in music schools.

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Carlson, David Lee, and Timothy Wells. "Narrative of Amor Fati: Meditations on Life and Death." Qualitative Inquiry 26, no. 10 (July 26, 2018): 1206–12. http://dx.doi.org/10.1177/1077800418786308.

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The purpose of this article is to consider a philosophical concept in terms of narrative inquiry. In this instance, the authors explore the Nietzschean concept of Amor Fati and explore what it means to construct narratives based on this concept. The authors provide a detailed literature review of Narrative Inquiry and align their work with the post qualitative narratives, specifically new materialism based on the work of Rosi Braidotti. The article concludes with suggestions about the nature of the tensions between life and death as well as how to fashion a life in spite of the ever-pervasive specter of death.

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Hong, Young-Suk. "Narrative Inquiry as Relational Research." Korean Association for Qualitative Inquiry 5, no. 1 (March 31, 2019): 81–107. http://dx.doi.org/10.30940/jqi.2019.5.1.81.

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Gough, Noel. "Narrative experiments and imaginative inquiry." South African Journal of Education 28, no. 3 (August 13, 2008): 335–49. http://dx.doi.org/10.15700/saje.v28n3a157.

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Hadley, Susan. "Meaning Making through Narrative Inquiry." Nordic Journal of Music Therapy 12, no. 1 (January 2003): 33–53. http://dx.doi.org/10.1080/08098130309478071.

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Savin-Baden, Maggi, and Lana Van Niekerk. "Narrative Inquiry: Theory and Practice." Journal of Geography in Higher Education 31, no. 3 (September 2007): 459–72. http://dx.doi.org/10.1080/03098260601071324.

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Bhatia, Sunil. "Narrative inquiry as cultural psychology." Narrative Inquiry 21, no. 2 (December 31, 2011): 345–52. http://dx.doi.org/10.1075/ni.21.2.13bha.

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In this article, I re-examine Jerome Bruner’s vision of narrative psychology that he laid out over two decades ago. In particular, I argue that narrative inquiry must focus on identities located in sociocultural contexts of transnational movement and migration. The contact of self with multiple forms of otherness — both subtle and violent — play a significant role in identity formation. I discuss two examples from the Somalian and Indian diaspora to show how the study of these fractured, shifting, and hybridized identities provide a very valuable site from which narrative psychology has an opportunity to remake itself as a field that continues to be relevant in a world that is rapidly becoming transnational, diverse, and global.

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Thomas, Sharon. "Narrative inquiry: embracing the possibilities." Qualitative Research Journal 12, no. 2 (August 3, 2012): 206–21. http://dx.doi.org/10.1108/14439881211248356.

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Green, Brenda. "Narrative inquiry and nursing research." Qualitative Research Journal 13, no. 1 (May 10, 2013): 62–71. http://dx.doi.org/10.1108/14439881311314586.

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Danko, Sheila. "Humanizing Design through Narrative Inquiry." Journal of Interior Design 31, no. 2 (January 2006): 10–28. http://dx.doi.org/10.1111/j.1939-1668.2005.tb00408.x.

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Clandinin, D. Jean, Debbie Pushor, and Anne Murray Orr. "Navigating Sites for Narrative Inquiry." Journal of Teacher Education 58, no. 1 (January 2007): 21–35. http://dx.doi.org/10.1177/0022487106296218.

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Michie, Michael. "Methodological pluralism and narrative inquiry." Cultural Studies of Science Education 8, no. 3 (June 19, 2013): 517–20. http://dx.doi.org/10.1007/s11422-013-9524-5.

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