Narrative Research On Learning

This book examines narrative research from a range of different perspectives. It discusses international and comparative experiences of doing narrative research on learning, paying particular attention to the cultural contexts within which the research is conducted. The ways in which narrative research can address some of the methodological and epistemological issues faced in conducting insightful and systematic research across cultures are also included. The book’s approach is essentially an integrated one, exploring narrative as methodology in both theoretical and practical terms. It also emphasises the ethical issues that need to be considered by researchers engaged in this form of enquiry, particularly where cultural and religious contexts have a significant impact on research. The first section of the book considers different perspectives on narrative as methodology, including its value in particular cultural contexts. The second section provides readers with international and comparative perspectives on the practical application of narrative methodology in a wide range of arenas worldwide. This combination of methodological issues with practical examples provides opportunities to examine how narrative as a methodology is applied in a range of ‘real world’ situations. This original and imaginative volume bridges the professional and intellectual cultures and traditions of comparative and international education with those of counselling to show the rich benefits of such cross-fertilisation. It will be of interest to researchers in education and across the social sciences as well as those involved in teaching research methodology and those concerned with the complex ethical issues inherent in cross-cultural research.

investigate a particular area of interest." --Book Jacket.

This book provides a much needed up-to-date introduction to the topic of narrative inquiry – which has seen a growing interest in recent years. Narrative inquiry provides researchers with a framework through which they can investigate the ways humans experience the world depicted through their stories. The book looks at how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance or workplace learning. It demonstrates the value and utility of employing narrative as a research tool in a range of teaching and learning settings and includes chapters on background, methodology and case studies to illustrate the application of narrative inquiry as a research method.

Narrative Inquiry in Language Teaching and Learning Research provides an entry-level introduction to research methods using stories, as data or as a means of presenting findings, that is grounded in published empirical research within the field of language teaching and learning. It discusses basic definitions and concepts in narrative inquiry, explains how and why narrative methods have been used in language teaching and learning research, and outlines the different approaches and topics covered by this research. It also examines the different ways of eliciting, analyzing, and presenting narrative inquiry data.Narrative inquiry offers exciting prospects for language teaching and learning research and this book is the first focused and practical guide for readers who are interested in understanding or carrying out narrative studies.

Textbook

What stories can we tell of ourselves and others and why should they be of interest to others? Exploring Learning, Identity and Power through Life History and Narrative Research responds to these questions with examples from diverse educational and social contexts. The book brings together a collection of writing by different authors who use a narrative/life history approach to explore the experiences of a wide range of people, including teachers, nurses, young people and adults, reflecting on learning and education at significant moments in their lives. In addition, each chapter provides an account by the author of the process of constructing research narratives, and the second chapter of the book focuses specifically on ethical issues in life history and narrative research. This book: provides vivid examples of a narrative/life history approach to research uses narrative/life history to explore identity, power and social justice offers an effective model for practice. With contributions from a number of international experts, this book addresses key issues of social justice and power played out within different contexts, and also discusses the ethics of narrative research directly. The book makes a timely contribution to the growing interest in the use of narrative and life history research. With the increasing importance of continuing professional development for many working in education, health and social service contexts, the book will be of interest to both students and researchers, as it provides clear examples of how researching professionals can use narrative research to investigate a particular area of interest.

"In this volume, chapter authors successfully challenge readers to think about narrative research in its own context while also maintaining original, personal voices that underscore the value this field places on an individual's communication of his or her experience. By revealing their struggles with qualitative research's emerging and evolving processes and their experiences working with students at various educational levels, these authors subtly, but effectively, arm teachers with tools that anticipate common pitfalls and frustrations. At the same time, the authors relate professional triumphs that illustrate effective teaching - and doing - of narrative research."--BOOK JACKET.

Narrative inquiry is being used more widely in the UK, the USA, Canada, Australia, New Zealand and Northern European countries to conduct research across a range of disciplines. It is gaining popularity in Hong Kong, Macao and Mainland China, but research in these contexts continues to be dominated by quantitative and more traditional qualitative approaches. Narrative inquirers in these areas can, therefore, find it problematic to have the value of their work acknowledged. This book demonstrates creatively, accessibly and rigorously the ways in which narrative inquiry as a methodological approach, already more firmly established in Australia and New Zealand, is gaining a foothold in other parts of the Asia Pacific region. Contributors to the book write about their use of narrative inquiry in, for example, the Confucian heritage cultures (CHC) of Hong Kong, Mainland China, Singapore, Macao and the Anglo-Celtic cultures of Australia and New Zealand. Chapters in the book include: Creative Non-Fiction Across Cultures in Asia Pacific Contexts Riding the Wave of Education Reform: Using a Reflecting Team to Explore the Professional Identities of School Counsellors in Hong Kong Is the Silent Mode On? Re-searching Teachers' Voices in Macao through Narrative Research Narrative Inquiry and the Exploration of Culture for Improving Teacher Education This book will appeal to researchers across all sectors of education, in particular those who are exploring, the use of qualitative research methods in their context. Those interested in comparative education and cross-cultural studies will also find this book valuable.