Learning and Teaching Narrative Inquiry: Travelling in the Borderlands (Studies in Narrative)

✍ Scribed by Sheila Trahar

• Publisher: John Benjamins Publishing Company
• Year: 2011
• Tongue: English
• Leaves: 185
• Series: Studies in Narrative 14
• Category: Library

✦ Synopsis

In the final chapter of this volume, the authors refer to the “pedagogical vantage points offered by narrative inquiry”, an apt comment that encapsulates the volume’s purpose and its spirit. As an increasing number of people throughout the world – and from a broad range of disciplines – are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.

✦ Table of Contents

Learning and Teaching Narrative Inquiry......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Introduction......Page 8
2. The chapters......Page 10
3. Journey’s end – or beginning other journeys?......Page 19
References......Page 20
1. Introduction......Page 22
2. Thinking about narrative data (Molly Andrews)......Page 23
3. What is narrative (research)? (Corinne Squire)......Page 29
4. Narrative phenomena, narratable selves (Maria Tamboukou)......Page 32
5. Conclusion......Page 36
References......Page 37
1. Introduction......Page 40
2. It matters how we begin......Page 42
3. Learning to think narratively......Page 44
4. Bookends: The centrality of story......Page 45
5. Learning to become narrative inquirers through storytelling, response and dialogue......Page 47
6. Composing works-in-progress......Page 48
References......Page 52
Course outline......Page 54
Readings......Page 56
1. Introduction......Page 60
2. Telling identity stories – “cultural identity – personal and professional”......Page 63
3. From stories to learning texts – wisdom of practice 1......Page 65
4. From learning texts to self-study – wisdom of practice 2......Page 69
5. Linking up the circles......Page 71
References......Page 75
1.1 In Taiwan......Page 76
1.2 In Mainland China......Page 77
1.3 In Hong Kong......Page 79
2. Application of narrative inquiry in teacher education in Hong Kong......Page 80
2.2 Teaching of narrative inquiry as a research tool......Page 81
2.3 Narrative inquiry as a medium for professional development......Page 82
2.4 Teaching of narrative inquiry as a medium for professional development......Page 83
2.5 Narrative inquiry as a strategy of teaching......Page 85
3. Core value of narrative inquiry: A narrative way of thinking......Page 86
4. Thorny problems in adopting a narrative approach......Page 88
References......Page 89
References published in Chinese......Page 90
1. Introduction......Page 92
2.1 JoAnn’s narrative......Page 94
2.2 Yuxiang’s narrative......Page 95
3. Questions and responses; Conundrums and challenges......Page 97
4. Role of the researcher......Page 98
4.1 Interpretation in the inquiry......Page 99
5. The impact of context......Page 100
5.1 Historical context......Page 101
5.2 Minority policy context......Page 102
5.3 School and curriculum context......Page 103
6.1 The infusion of postcolonial theory......Page 104
6.2 The infusion of multicultural education theory......Page 105
7. Representation......Page 106
8.1 The necessity for critical self-examination......Page 108
8.3 The necessity for careful interpretation and representation......Page 109
References......Page 110
Scrapbooks and messy texts......Page 114
1. Approaching and critically inhabiting narrative inquiry spaces......Page 116
2. Time for inquiry......Page 123
References......Page 127
1. Introduction to the masters and context of workshop on narrative constructionist research......Page 132
2. Epistemological, ontological and methodological focus
of the workshop......Page 133
3. What is worthwhile talking about in such a short workshop?......Page 134
4. Description of the activity......Page 136
5. Deconstructing the authentic story......Page 137
6. Opening comments: Convincing people ‘of what’ and ‘for what?’......Page 142
7. Denaturalizing the position of the narrative inquirer as storyteller......Page 143
8. Does it matter?......Page 145
References......Page 146
1. Introduction......Page 148
2. Doctoral research training......Page 150
3. The reflecting team......Page 151
4. Learning and reflection......Page 152
5. Back to teaching narrative data analysis......Page 154
5.2 Teaching narrative data analysis: The day dawns …......Page 155
5.3 The first conversation......Page 156
5.4 The reflecting teams: My perspective......Page 157
6. A conversation about conversations......Page 158
7. Conclusion – innovation in teaching methods?......Page 161
References......Page 162
The reflecting team process......Page 163
1. Introduction......Page 164
2. Self-study for reflecting on academic professionalization......Page 165
2.1 Analytic method......Page 166
3. Recounting the first narrative......Page 168
4. Analysis of story 1......Page 171
5. Recounting the second narrative......Page 172
6. Analysis of case Story 2......Page 175
8. Utilizing narratives as intercultural pedagogy......Page 176
References......Page 178
Contributors......Page 180
Index......Page 184