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Jean D Clandinin - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry a relational research methodology for medical education
Medical Education, 2017Co-Authors: Jean D Clandinin, Marie T Cave, Charlotte BerendonkAbstract:Context Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. Concepts In this paper we identify Narrative Inquiry as a particular theoretical and methodological framework within Narrative research and outline its characteristics. We briefly summarise how Narrative research has been used in studying medical learners’ identity making in medical education. Uses of Narrative Inquiry We then turn to the uses of Narrative Inquiry in studying medical learners’ professional identity making. With the turn to Narrative Inquiry, the shift is to thinking with stories instead of about stories. Conclusions We highlight four challenges in engaging in Narrative Inquiry in medical education and point toward promising future research and practice possibilities.
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autobiographical Narrative Inquiry tellings and retellings
LEARNing Landscapes, 2014Co-Authors: Muna Saleh, Jinny Menon, Jean D ClandininAbstract:Questions of diversity and inclusion are central to learning to engage in Narrative Inquiry. By engaging in autobiographical Narrative Inquiry (Clandinin & Caine, 2012; Clandinin & Connelly, 2000), we tell and retell stories related to diversity. In doing so, we puzzle about inquiring in ethical ways alongside diverse participants. We tell and retell three stories in our efforts to break with the taken-for-granted in our lives. We draw forward resonances around the challenging, yet ethical necessity, of facing ourselves (Anzaldua, 1987/1999; Lindemann Nelson, 1995) as we attend to the complexity of lives.
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a return to methodological commitment reflections on Narrative Inquiry
Scandinavian Journal of Educational Research, 2013Co-Authors: Vera Caine, Andrew Estefan, Jean D ClandininAbstract:In the 25 years since Narrative Inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a “Narrative revolution,” researchers with diverse understandings have co-opted the concept of Narrative Inquiry and used Narrative Inquiry or Narrative research to name their methodology. In this paper, we lay out more clearly the ontological and epistemological commitments that underlay the methodological commitments of Narrative Inquiry. Within Narrative Inquiry, experience is viewed Narratively and necessitates considerations of relational knowing and being, attention to the artistry of and within experience, and sensitivity to the overlapping stories that bring people together in research relationships. Working within the relational three-dimensional Narrative Inquiry space with dimensions of temporality, sociality, and place, we attend to the living, telling, retelling, and reliving of stories of experience.
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engaging in Narrative Inquiry
2013Co-Authors: Jean D ClandininAbstract:Narrative Inquiry examines human lives through the lens of a Narrative, honouring lived experience as a source of important knowledge and understanding. In this concise volume, D. Jean Clandinin, one of the pioneers in using Narrative as research, updates her classic formulation on Narrative Inquiry (with F. Michael Connelly), clarifying, extending and refining the method based on an additional decade of work. A valuable feature is the inclusion of several exemplary cases with the author's critique and analysis of the work. The rise of interest in Narrative Inquiry in recent years makes this is an essential guide for researchers and an excellent text for graduate courses in qualitative Inquiry.
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Narrative Inquiry as reflective practice tensions and possibilities
2010Co-Authors: Charles Aiden Downey, Jean D ClandininAbstract:In this chapter, we take up the task of exploring the intersections, overlaps and tensions between Narrative Inquiry and reflective Inquiry. As each have roots in John Dewey’s philosophy of experience, we begin with a brief explanation of how Dewey understood human experience as an unfolding Inquiry. From this common ground we then engage in a showing rather than a telling of Narrative Inquiry, foregrounding key concepts and terms as we go in order to hold them next to our understandings of those of reflective Inquiry. We consider each form of Inquiry in terms of situation, method, the place of unexpectedness, and perspective. We then continue to unfold the Narrative Inquiry to better understand the commonalities and differences in the “end games” or broader goals of these two forms of Inquiry. As we reflect on our journey, we now see the terrain we trudged, and particularly places we bogged down as one way of traversing the intersections, overlaps and tensions between Narrative Inquiry and reflective Inquiry. We understand the product of this wandering as less a map than a story, one meant not to conclude but rather to invite others into these wonders.
Brett Smith - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry ongoing conversations and questions for sport and exercise psychology research
International Review of Sport and Exercise Psychology, 2010Co-Authors: Brett SmithAbstract:Narrative Inquiry, as one form of qualitative research, has recently attracted some interest within the field of sport and exercise psychology. Seeking to be theoretically imaginative and instigate dialogue, this article focuses attention on five main issues within ongoing conversations among sport and exercise psychology researchers who promote and/or engage in Narrative research. Theoretically inspired and grounded, these interrelated issues include, motivations for why researchers have turned to Narrative, the concept of ‘the self’, interviewing, the issue of ‘truth’, and representation. Some implications of these issues for sport and exercise psychology are also highlighted. The article closes with some reflections about the future directions that Narrative Inquiry might take.
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Narrative Inquiry in sport and exercise psychology what can it mean and why might we do it
Psychology of Sport and Exercise, 2009Co-Authors: Brett Smith, Andrew C SparkesAbstract:Abstract Objectives Narrative Inquiry is one form of qualitative research that is burgeoning within the human sciences. However, in sport and exercise psychology little attention has been given to this approach. In this article, we seek to rectify this situation by offering an understanding of what Narrative Inquiry can be. Results In order to begin to better understand what Narrative Inquiry as a methodology can be, and gain some theoretical purchase on a difficult field without aiming for a final answer, we first define Narrative. Next, a distillation of guiding assumptions and characteristics are offered. Finally, some reasons as to why Narratives may be of benefit for the field of sport and exercise psychology are highlighted. Conclusion Narrative Inquiry is a useful and important way of theorising and doing research in the domain of sport and exercise psychology. It should not, however, be taken up or practised simply because it is new or fashionable. Informed, principled, and responsible choices must be made by researchers and applied professionals about why and when they might engage with Narrative Inquiry should they wish to do so.
Sandra L. Stauffer - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry in Music Education - Narrative Inquiry in music education: Troubling certainty
2015Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of Narrative Inquiry approaches to research in music education, and contextualizes this work within the larger conversations of music education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of Narrative in and for music education. Section I explores the origins of Narrative research across a range of fields of Inquiry and presents a conception of Narrative Inquiry as "resonant work". Section II provides 7 examples of Narrative Inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the Narrative accounts, suggest further questions that arise from the Inquiry, and provide insight into the potential uses of the Narrative account for the theory and practice of music education. Section III brings together the perspectives of two eminent theorists and practitioners.
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Narrative Inquiry in Music Education: Toward ResonantWork
Narrative Inquiry in Music Education, 2015Co-Authors: Sandra L. Stauffer, Margaret S BarrettAbstract:Narrative Inquiry is evolving in music education and in the social sciences. In some respects, scholars engaged in Narrative in music education have grown, collectively, beyond the turns described in the first chapter and have metamorphosed into a community of Narrative inquirers. Narrative has been used in music education dissertations and other studies. Two international conferences addressing Narrative Inquiry in Music Education have been held. Narrative pieces have been published in the profession's research journals and in this book. Narrative studies are in progress as we write and read these words. Music education researchers who use Narrative have found resonance with colleagues in other disciplines, as well as spaces and places where Narrative can flourish (Pinnegar&Daynes, 2007).
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Narrative Inquiry in music education troubling certainty
2009Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of Narrative Inquiry approaches to research in music education, and contextualizes this work within the larger conversations of music education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of Narrative in and for music education. Section I explores the origins of Narrative research across a range of fields of Inquiry and presents a conception of Narrative Inquiry as "resonant work". Section II provides 7 examples of Narrative Inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the Narrative accounts, suggest further questions that arise from the Inquiry, and provide insight into the potential uses of the Narrative account for the theory and practice of music education. Section III brings together the perspectives of two eminent theorists and practitioners.
Andrew C Sparkes - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry in sport and exercise psychology what can it mean and why might we do it
Psychology of Sport and Exercise, 2009Co-Authors: Brett Smith, Andrew C SparkesAbstract:Abstract Objectives Narrative Inquiry is one form of qualitative research that is burgeoning within the human sciences. However, in sport and exercise psychology little attention has been given to this approach. In this article, we seek to rectify this situation by offering an understanding of what Narrative Inquiry can be. Results In order to begin to better understand what Narrative Inquiry as a methodology can be, and gain some theoretical purchase on a difficult field without aiming for a final answer, we first define Narrative. Next, a distillation of guiding assumptions and characteristics are offered. Finally, some reasons as to why Narratives may be of benefit for the field of sport and exercise psychology are highlighted. Conclusion Narrative Inquiry is a useful and important way of theorising and doing research in the domain of sport and exercise psychology. It should not, however, be taken up or practised simply because it is new or fashionable. Informed, principled, and responsible choices must be made by researchers and applied professionals about why and when they might engage with Narrative Inquiry should they wish to do so.
Margaret S Barrett - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry in Music Education - Narrative Inquiry in music education: Troubling certainty
2015Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of Narrative Inquiry approaches to research in music education, and contextualizes this work within the larger conversations of music education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of Narrative in and for music education. Section I explores the origins of Narrative research across a range of fields of Inquiry and presents a conception of Narrative Inquiry as "resonant work". Section II provides 7 examples of Narrative Inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the Narrative accounts, suggest further questions that arise from the Inquiry, and provide insight into the potential uses of the Narrative account for the theory and practice of music education. Section III brings together the perspectives of two eminent theorists and practitioners.
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Narrative Inquiry in Music Education: Toward ResonantWork
Narrative Inquiry in Music Education, 2015Co-Authors: Sandra L. Stauffer, Margaret S BarrettAbstract:Narrative Inquiry is evolving in music education and in the social sciences. In some respects, scholars engaged in Narrative in music education have grown, collectively, beyond the turns described in the first chapter and have metamorphosed into a community of Narrative inquirers. Narrative has been used in music education dissertations and other studies. Two international conferences addressing Narrative Inquiry in Music Education have been held. Narrative pieces have been published in the profession's research journals and in this book. Narrative studies are in progress as we write and read these words. Music education researchers who use Narrative have found resonance with colleagues in other disciplines, as well as spaces and places where Narrative can flourish (Pinnegar&Daynes, 2007).
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Narrative Inquiry in music education troubling certainty
2009Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of Narrative Inquiry approaches to research in music education, and contextualizes this work within the larger conversations of music education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of Narrative in and for music education. Section I explores the origins of Narrative research across a range of fields of Inquiry and presents a conception of Narrative Inquiry as "resonant work". Section II provides 7 examples of Narrative Inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the Narrative accounts, suggest further questions that arise from the Inquiry, and provide insight into the potential uses of the Narrative account for the theory and practice of music education. Section III brings together the perspectives of two eminent theorists and practitioners.
