Narrative Inquiry: Experience and Story in Qualitative Research

Book•

Narrative Inquiry: Experience and Story in Qualitative Research

01 Nov 1999-

TL;DR: In this article, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research.

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Abstract: 'The literature on narrative inquiry has been, until now, widely scattered and theoretically incomplete. Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods' - Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University.Understanding experience as lived and told stories - also known as narrative inquiry - has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, "Narrative Inquiry" is a practical resource from experts who have long pioneered the use of narrative in qualitative research.

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Book•

Basics of qualitative research : techniques and procedures for developing grounded theory

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Anselm L. Strauss, Juliet M. Corbin

01 Jan 1998

TL;DR: Theoretical Foundations and Practical Considerations for Getting Started and Techniques for Achieving Theoretical Integration are presented.

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Abstract: Part I: Introduction to Grounded Theory of Anselm Strauss Chapter 1: Inspiration and Background Chapter 2: Theoretical Foundations Chapter 3: Practical Considerations for Getting Started Chapter 4: Prelude to Analysis Chapter 5: Strategies for Qualitative Data Analysis Chapter 6: Memos and Diagrams Chapter 7: Theoretical Sampling Chapter 8: Context Chapter 9: Process Chapter 10: Techniques for Achieving Theoretical Integration Chapter 11: The Use of Computer Programs in Qualitative Data Analysis Part II: Research Demonstration Project Chapter 12 Open Coding: Identifying Concepts Chapter 13: Developing Concepts in Terms of Their Properties and Dimensions Chapter 14: Analyzing Data for Context Chapter 15: Bringing Process Into the Analysis Chapter 16: Integrating Categories Part III: Finishing the Research Project Chapter 17: Writing Theses, Monographs, and Dissertations, and Giving Talks About Your Research Chapter 18: Criteria for Evaluation Chapter 19: Student Questions and Answers

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33,113 citations

Journal Article•DOI•

Qualitative Research Designs: Selection and Implementation

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John W. Creswell¹, William E. Hanson², Vicki L. Clark Plano¹, Alejandro Morales¹•Institutions (2)

University of Nebraska–Lincoln¹, Purdue University²

01 Mar 2007-The Counseling Psychologist

TL;DR: The authors provided a detailed discussion about five qualitative approaches (i.e., narrative research, case study research, grounded theory, phenomenology, and participatory action research) as alternative qualitative procedures useful in understanding test interpretation.

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Abstract: Counseling psychologists face many approaches from which to choose when they conduct a qualitative research study. This article focuses on the processes of selecting, contrasting, and implementing five different qualitative approaches. Based on an extended example related to test interpretation by counselors, clients, and communities, this article provides a detailed discussion about five qualitative approaches— narrative research; case study research; grounded theory; phenomenology; and participatory action research—as alternative qualitative procedures useful in understanding test interpretation. For each approach, the authors offer perspectives about historical origins, definition, variants, and the procedures of research.

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2,409 citations

Cites background or methods from "Narrative Inquiry: Experience and S..."

...Narrative researchers situate individual stories within the participants’ personal experiences (their job, their homes) and their cultural (racial or ethnic) and historical (time and place) contexts (Clandinin & Connelly, 2000)....
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...Using Clandinin and Connelly (2000) as a procedural guide, the methods of conducting a TI study using narrative research might unfold in the following way....
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...These stories, called field texts (Clandinin & Connelly, 2000), provide the raw data for researchers....
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...In our discussion, we rely on an accessible book written for social scientists called Narrative Inquiry, by Clandinin and Connelly (2000), which discusses “what narrative researchers do” (p. 48)....
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...During the research process, we would actively collaborate with the clients providing the stories (Clandinin & Connelly, 2000)....
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Journal Article•DOI•

Narrative Inquiry Experience matters

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Gail M. Lindsay¹, Jasna K. Schwind²•Institutions (2)

University of Ontario Institute of Technology¹, Ryerson University²

01 Mar 2016-Revue canadienne de recherche en sciences infirmières

TL;DR: This article explicates how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing, and illuminate how it supports graduate students, the next generation of narrative inquirers, through a Narrative inquiry Works-in-Progress group.

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Abstract: Narrative Inquiry is a research methodology that we adapted over the past two decades from Canadian higher education and curriculum studies to nursing research, education, and health-care practice. The Narrative Inquiry we use originated from Connelly and Clandinin in the 1990s, and rests on John Dewey's philosophy that experience is relational, temporal, and situational, and as such, if intentionally explored, has the potential to be educational. More specifically, it is only when experience is reflected upon and reconstructed that it has the potential to reveal the construction of identity, knowledge, and the humanness of care. Congruent with the expectation that nurses are reflective practitioners and knowledge-makers, Narrative Inquiry provides a means to enhance, not only quality of care, but quality of experience of those in our care: in education, our students, and in practice, our patients. In this article, we explicate how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing. We illuminate how we support our graduate students, the next generation of narrative inquirers, through a Narrative Inquiry Works-in-Progress group.

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1,273 citations

Cites background or methods from "Narrative Inquiry: Experience and S..."

...(p. 20) The above passage also describes Narrative Inquiry’s three dimensional space (Clandinin & Connelly, 2000) or as it is later referred to as commonplaces of Narrative Inquiry (Connelly & Clandinin, 2006)....
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...Relational ethics guides each element of the inquiry process (Clandinin & Connelly, 2000), such that consideration of consequences for participants’ lives is always a fundamental concern....
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...According to Clandinin and Connelly (2000), a good narrative would have “an explanatory and an invitational quality, [an] authenticity, adequacy and plausibility” (p. 185)....
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...…F. Michael Connelly and his former student Dr. D. Jean Clandinin pioneered Narrative Inquiry for curriculum studies in higher education, conceptualizing narrative as both methodology and phenomenon (Clandinin & Connelly, 1991, 1996, 1998, 2000; Connelly & Clandinin, 1987, 1988, 1990, 1995, 1996)....
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...Clandinin and Connelly (2000) build on Dewey’s (1938) notion that experiences are continuous and interactive, and if intentionally reflected upon, may be educative: Narrative inquiry is a way of understanding experience....
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Book Chapter•DOI•

The Methodology of Self-Study and Its Theoretical Underpinnings

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Vicki Kubler LaBoskey¹•Institutions (1)

Mills College¹

01 Jan 2004

TL;DR: In this paper, the authors summarize the epistemological, pedagogical, and moral/ethical/political underpinnings of self-study, which serve as the conceptual framework for the field.

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Abstract: In this chapter I summarize the epistemological, pedagogical, and moral/ethical/political underpinnings of self-study, which serve as the conceptual framework for the field. I then offer a characterization of the methodology of self-study in relationship to those theoretical foundations by encapsulating the predominant pedagogical strategies, research methods, and research representations in the literature to date. I conceptualize self-study as “a methodology for studying professional practice settings” (Pinnegar, 1998) that has the following characteristics: it is self-initiated and focused; it is improvement-aimed; it is interactive; it includes multiple, mainly qualitative, methods; and, it defines validity as a validation process based in trustworthiness (Mishler, 1990). The chapter thus serves as an introduction to this section on the methodology of self-study.

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992 citations

Cites background from "Narrative Inquiry: Experience and S..."

...Since then, researchers have attempted to equalize the field (e.g., Clandinin & Connelly, 2000; Lyons & LaBoskey, 2002; McEwan & Egan, 1995; Witherell & Noddings, 1991), especially since many have come to believe that narrative knowledge, which ‘‘is concerned with the explication of human…...
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...situations or phenomena (Pinnegar, 1998), or to develop local knowledge, that may also be useful to other educational communities (Cochran-Smith & Lytle, 1999). In Smith’s (1998) words, we tend to take the ‘‘cultural psychological perspective’’ that ‘‘all knowledge [is] constructed, distributed, mediated, and situated’’ (p....
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Journal Article•DOI•

Guidelines for Quality in Autobiographical Forms of Self-Study Research:

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Robert V. Bullough¹, Stefinee Pinnegar¹•Institutions (1)

Brigham Young University¹

01 Apr 2001-Educational Researcher

TL;DR: In this article, the origins of self-study in education are discussed, including the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations.

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Abstract: The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only because these are the dominant forms of self-study but because of the demands they present for producers and consumers. The work of C. Wright Mills (1959)is used to provide a framework for determining what makes a piece of self-study writing research. Mills argues that personal troubles cannot be solved as merely troubles, but must be understood in terms of public issues and history (p. 226). Insights are drawn from literary conventions. A set of guidelines are provided for consideration by self-study researchers in their quest for greater quality.

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990 citations

Cites background from "Narrative Inquiry: Experience and S..."

...Clandinin and Connelly (2000) heightened awareness of the narrative nature of knowing and the place of story in teachers’ development and understanding of practice: “Experience is what we study, and we study it narratively because narrative thinking is a key form of experience and a key way of writing and thinking about it” (p....
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...Clandinin and Connelly (2000) heightened awareness of the narrative nature of knowing and the place of story in teachers’ development and understanding of practice: “Experience is what we study, and we study it narratively because narrative thinking is a key form of experience and a key way of…...
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Narrative Inquiry: Experience and Story in Qualitative Research

Citations

Cites background or methods from "Narrative Inquiry: Experience and S..."

Cites background or methods from "Narrative Inquiry: Experience and S..."

Cites background from "Narrative Inquiry: Experience and S..."

Cites background from "Narrative Inquiry: Experience and S..."

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