Narratology

About: Narratology is a research topic. Over the lifetime, 2833 publications have been published within this topic receiving 50998 citations. The topic is also known as: narrative theory.

Copyright and Hypernarrative

Abstract: A substantial body of scholarship has accumulated demonstrating that copyright's current structure entails legacy assumptions regarding authorship and originality. It has become commonplace to ackn...

Here's How You Produce This Play: Towards a Narratology of Dramatic Texts

Abstract: Virtually every essay on drama and narrative in the past fifteen years begins by noting that traditionally narratology has been resistant to talking about narrative in drama, and more specifically, narration in drama; this essay is no different, in that despite consistent exhortations by Brian Richardson, Manfred Jahn, Ansgar Nünning and Roy Sommer, and Monika Fludernik, we are still at the very beginning of a process that theorizes dramatic narratives. We agree that most performed plays relate narratives, in that on a specific occasion (the performance) someone (the actors and production staff) represents something that happens (the plot of the play) to someone (the audience) for a specific purpose (whatever the rhetorical ends of that performance may be). Of course, work has been done by those mentioned above to theorize the ways that dramatic and other performance narratives benefit from as well as complicate and enrich the terms of narrative analysis. And yet still frequently, drama is cordoned off from the study of narrative, often with an argument citing the ancient distinction of narrative, drama, and lyric that conscribes drama to a separate category of analysis, even though, as Brian Richardson has pointed out, “Aristotle’s Poetics, still the starting-point for any narrative theory, devotes more space to drama than to epic” (Richardson, “Drama and Narrative” 142). Elsewhere, Richardson has persuasively demonstrated, we can talk about drama in those rare instances when it

From Method to Methodology: Reflexive Narrative Inquiry as Perspective, Process, and Representation in an Adult Education Context

Abstract: Drawing from Narrative Theory, Reflexive Inquiry, and Critical Pedagogy, the intent of this article is to position narrative as perspective and process that, together, help construct theoretically new ways of conceptualising and practising learning. My aim, then, is to present narrative as a methodology that brings together theory and practice in a space where readers might reflexively examine the experiences that inform their own education perspectives. Pervasive and recurring is the centrality of lived experience. Specific questions include: “What does a critically-framed reflexive narrative methodology uniquely contribute to understanding teaching and learning?”, and “How does remembering self in teaching and learning moments construct educational perspectives through narrative?”