Chapter 4 of Clandinin and Conelly's Narrative Inquiry - "What Do Narrative Inquirers Do?" - was, I thought, a really great example of the usefulness and interest of narrative inquiry. It was a much easier read than "Situation Narrative Inquiry." I felt more connected to the text because of the stories within, and was therefore more interested in what the authors had to say. I think that in a way, this thought proves a point of narrative inquiry: that more meaningful, personal information can have just as big of an effect on research as qualitative information, and for some areas, the best effect.
The authors talked about a "three dimensional narrative inquiry space," which I found to be logical and helpful as a focus of narrative inquiry. It also made me think of something else - this feeling that as I am finishing my bachelor's degree in writing, I find that all of the concepts I've learned seem to pop up over and over again. And what's more, seemingly unrelated topics that I have taken classes in also seem to overlap and come together to form one blanket of useful information that I can apply to many, if not all, aspects of my education. Just as place and time form an intersection within narrative inquiry, so can my background(s) in philosophy, psychology, and advertising intersect with things like multi genre writing, creative work and layout and design.
Quotes:
P. 50
"Dewey's work on experience is our imaginative touchstone for reminding us that in our work, the answer to the ques tion, Why narrative? is, Because experience. Dewey provides a frame for thinking of experience "beyond the black box;' that is, beyond the notion of experience being irreducible so that one cannot peer into it. With Dewey, one can say more, experientially, than "because of her experience" when answering why a person does what she does."
P.59
"Jean went backward to her long-ago classroom and forward to her present-day research and to questions ofwhat it means to be a narra tive inquirer on the professional knowledge landscape. All of this takes place within a place-her present-day place within a research univer sity; where she does research and writes about her work with teachers, and her long-ago place, where she is a country child educated in a small-town school."
P. 60
"What starts to become apparent as we work within our three-dimensional space is that as narrative inquirers we are not alone in this space. This space enfolds us and those with whom we work. Narrative inquiry is a relational in quiryas we work in the field, move from field to field text, and from field text to research text."
The authors talked about a "three dimensional narrative inquiry space," which I found to be logical and helpful as a focus of narrative inquiry. It also made me think of something else - this feeling that as I am finishing my bachelor's degree in writing, I find that all of the concepts I've learned seem to pop up over and over again. And what's more, seemingly unrelated topics that I have taken classes in also seem to overlap and come together to form one blanket of useful information that I can apply to many, if not all, aspects of my education. Just as place and time form an intersection within narrative inquiry, so can my background(s) in philosophy, psychology, and advertising intersect with things like multi genre writing, creative work and layout and design.
Quotes:
P. 50
"Dewey's work on experience is our imaginative touchstone for reminding us that in our work, the answer to the ques tion, Why narrative? is, Because experience. Dewey provides a frame for thinking of experience "beyond the black box;' that is, beyond the notion of experience being irreducible so that one cannot peer into it. With Dewey, one can say more, experientially, than "because of her experience" when answering why a person does what she does."
P.59
"Jean went backward to her long-ago classroom and forward to her present-day research and to questions ofwhat it means to be a narra tive inquirer on the professional knowledge landscape. All of this takes place within a place-her present-day place within a research univer sity; where she does research and writes about her work with teachers, and her long-ago place, where she is a country child educated in a small-town school."
P. 60
"What starts to become apparent as we work within our three-dimensional space is that as narrative inquirers we are not alone in this space. This space enfolds us and those with whom we work. Narrative inquiry is a relational in quiryas we work in the field, move from field to field text, and from field text to research text."
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