USING NARRATIVE INQUIRY AS A RESEARCH METHOD Using Narrative Inquiry as a Research Method is the ideal introduction to a growing field of study A full and accessible guide that covers the theory and practical applications of this qualitative method, it provides researchers with a rich framework through which they can investigate the ways people experience the world depicted through their stories Looking at how this method can effectively be applied in a range of contexts, it demonstrates the value and utility of employing narrative as a research tool in a range of teaching and learning settings Connecting with the broader academic debate on the value of narrative as an alternative or addition to quantitative and other qualitative methods and updated to reflect changes in the field, this book • • • • explores how to use narrative inquiry and gives tested and applied examples; builds on theory to consider practical applications; explores the narrative cross-boundaries between research and practice; and presents a selection of case studies of research on quality in higher education, internationalisation and quality in cross-cultural contexts Using Narrative Inquiry as a Research Method provides the ideal grounding for all students and researchers looking to learn more about narrative inquiry or use this method within their research Patricie Mertova is a consultant in higher education policy, evaluation, development and quality She is currently also a visiting fellow at the Institute for Employment Research at Warwick University, UK She was previously a research fellow in the Department of Education at the University of Oxford, UK Her research expertise and interest lies in a broad range of education settings: most extensively in higher education, quality and internationalisation but also sociology of education, adult education, educational development in law and linguistics She has experience in policy review, analysis and evaluation and has a background in the areas of linguistics, translation, cross-cultural communication, foreign languages, literature and cultural studies She also has experience in administration related to research as well as consultancy Leonard Webster has over 25 years’ experience in the higher education sector Most recently, Len has held senior higher education academic, teaching and learning, quality and compliance appointments such as Deputy Vice Chancellor Academic; Pro Vice Chancellor Quality and Compliance in the Australian private higher education sector; Australian Universities Quality Agency Audit Director; Director of Regulation and Review; Senior Higher Education Adviser for the Tertiary Education Quality and Standards Agency (TEQSA); and Teaching and Learning Fellow Len holds a PhD from Monash University, is a fellow of the Australian College of Educators, has won several awards for his teaching and learning innovations and has published several books, including Leadership and Management of Quality in Higher Education USING NARRATIVE INQUIRY AS A RESEARCH METHOD An Introduction to Critical Event Narrative Analysis in Research, Teaching and Professional Practice 2nd edition Patricie Mertova and Leonard Webster Second edition published 2020 by Routledge Park Square, Milton Park, Abingdon, Oxon, OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 Patricie Mertova and Leonard Webster The right of Patricie Mertova and Leonard Webster to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe First edition published by Routledge 2007 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalogue record for this book has been requested ISBN: 978-1-138-35479-1 (hbk) ISBN: 978-1-138-35481-4 (pbk) ISBN: 978-0-429-42453-3 (ebk) Typeset in Bembo by Apex CoVantage, LLC CONTENTS List of tables vi vii List of figures Prefaceviii Acknowledgementsx Introduction: Why narrative? Narrative in research 11 Philosophies and theories underpinning narrative 23 Examples of stories in narrative inquiry 33 A critical events approach to narrative 58 Rethinking validity and reliability 74 Narrative inquiry as a research method and quality of learning and teaching in higher education 87 A critical event narrative inquiry: internationalisation and quality in a comparative higher education context 99 A framework for narrative research 111 Bibliography 126 Index136 TABLES 5.1 7.1 7.2 8.1 8.2 8.3 9.1 Definition of terms critical, like and other65 Quality assurance and researcher questions 95 Domains relevant to student experience 96 Features of a ‘critical’ event in professional practice 103 Features of a ‘like’ event in professional practice 104 Features of ‘other’ event in professional practice 104 Qualities of different research methods 122 FIGURES 6.1 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 Time-related components of structure Framework for narrative inquiry research methodology Outline of narrative inquiry processes Outline of narrative inquiry negotiation Outline of narrative inquiry risks Outline of narrative inquiry results A hypothetical research project outline – processes: tools A hypothetical research project outline – processes: criteria A hypothetical research project outline – processes: structure A hypothetical research project outline – negotiations A hypothetical research project outline – risks A hypothetical research project outline – results 80 113 114 116 116 117 118 119 120 120 121 121 PREFACE We have attempted to outline one research approach using stories of human experience in teaching and learning, research and professional practice Our own experience of this approach is one of fascination and inquiry, offering manageable and holistic views of human complexity that seemed to have escaped the burrowing and narrowing nature of other research traditions Since the first edition of this book published by Routledge in 2007, it appears that interest in narrative inquiry has not diminished In the early 2000s, we found the literature on narrative inquiry dispersed across disciplines A decade on, this still continues to be the case to some degree However, there have been small groups of researchers who have used narrative in higher education research and teaching and have attempted to raise awareness and interest in narrative research, acknowledging that there is a range of narrative inquiry approaches drawing on theories coming out of different disciplines Trahar and Wai Ming Yu’s (2017a) edited book Using Narrative Inquiry for Educational Research in the Asia Pacific, published by Routledge, for instance, brought together a group of higher education researchers and practitioners who have used a range of narrative inquiry methods in a variety of settings Whilst acknowledging the value of narrative inquiry research, a number of the book’s contributors underlined the perception of narrative as an ‘outsider’ among long-established methods within the dominant higher education disciplines and as a quick and easy method to use and not particularly credible (see Trahar and Wai Ming Yu, 2017b; Juntrasook, 2017; Green, 2017) Researching literature on narrative/narrative inquiry a decade on since the publication of the first edition of this book, we have come across more important and noteworthy arguments about why narrative is valuable as a research method; however, we have not found a single source that would comprehensively explain how researchers should use narrative as a research method We have identified two textbook-style publications: Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research by Jeong-Hee Preface ix Kim (2016) and Narrative Inquiry: A Dynamic Approach by Daiute (2014) Whilst these two publications give guidance on how to use narrative/narrative inquiry, they appear to target largely beginning researchers, which is valuable; however, they not necessarily connect with the broader academic debate on the value of narrative as an alternative or addition to quantitative and other qualitative methods Therefore, we have attempted to provide an explanation of how we have used narrative/stories of experience not only as a research method but also as a method of course, programme or study evaluation We further describe in detail a particular narrative inquiry method which one of the authors used in two projects investigating growing phenomena within higher education It is hoped that this book will assist those who might be considering using narrative/stories of experience in their research By its very nature, the use of stories in research means that the researcher has a desire to probe the human-centred nature of learning and the associated issues of complexity in a way that is holistic and transcends traditional discipline divides Given this, we have outlined not only some of the philosophies and underpinnings but also our experience in using a critical events approach to ‘see a way through’ the expansive amounts of data that can be collected It requires the researcher to be brave enough to let the critical events arise out of the data and resists the preliminary design of outcomes so firmly entrenched in other research traditions Therefore, this book is purposefully written as a starting point for the new researcher and experienced researcher alike It offers one view of narrative to those undertaking research methods courses We believe that narrative inquiry is ideally suited to address issues of complexity and human-centredness, which are critical issues facing all researchers and educational developers in a broad range of disciplines The book is intended to demonstrate the value and utility of employing narrative as a research tool in a wide range of teaching and learning settings and, therefore, includes chapters on background, methodology and case studies to illustrate the application of narrative inquiry as a research method in a range of disciplines Along the way there have been a number of people whose support made this book possible, from those involved in postgraduate research supervision through to colleagues within Monash University and elsewhere in the world We hope that others will find the journey as rewarding as we have Patricie Mertova and Leonard Webster June 2019 130 Bibliography Greenhalgh,T., and Hurwitz, B (1999) ‘Narrative based medicine:Why study narrative?’ British Medical Journal, 318: 48–50 Grumet, M.R (1976) ‘Existential and phenomenological foundations’, in W.F Pinar and M.R Grumet (eds.) 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Handbook of Research for Educational Communications and Technology, New York: Simon & Schuster Macmillan Yoder-Wise, P.S., and Kowalski, K (2003) ‘The power of storytelling’, Nursing Outlook, 51: 37–42 INDEX academic professional practice 103 – 104 access: to codified data 119; to content of stories 112 accountability and measurement 124 action: association with narrative 17 – 18; and narrative inquiry 29, 30 adaptability 81 Adler, H.M 30 administration: quality in higher education 55; US educational administrator, story of 45 adult education: context of story 38; narrative and reality 39; reflection through narrative 39; senior lecturer in education 38 – 39; stories in 38 – 39; thesis supervision using narrative 38 – 39 Agar, M and Hobbs, J.R 78 air traffic control 66 – 67 Akhtar, M and Humphries, S 4749 Amsterdam, A.G and Bruner, J.S 4, 24, 31, 32, 74, 76, 84, 124 analysis: of critical events 73; of narrative reports 71 – 72 Angell, R 25 Angus, M 14 apparency 112, 113, 114, 118 – 120 Aristotle 19 authenticity 18, 75, 78, 81, 83, 86, 112, 119 autobiography 8, 25 Ball, S and Goodsen, I 16 Banathy, B Barthes, Roland 23, 24 26 Beaty, D 19 Becker, H.S 25, 62, 63, 69 Bedouin teachers in Israel, stories of 46 Behar, R 124 behaviourism 16, 26 Bell, J.S 3, 25 Berger, P.L and Kellner, H 62, 63 Bertaux, D 25 Boccaccio, Giovanni 24 Bohl, N 60 Boje, D.M 124 Bremond, Claude 23 Britton, J 14 Bruner, J.S 2, 14, 15, 25, 69, 74, 76, 83, 84, 124 Byrne, M 62 Canadian Studies in central Europe 53 – 54 car as status symbol 48 – 49 caring relationships 113, 115 – 116, 120 – 121 Carr, D 2, 19, 24, 79 Carson, D.A 26 – 27 Carter, K 28 certainty and narrative inquiry 29, 30 Chalasinski, Josef 25 change: embracement of 16 – 17; and resistance to change 36 chaos 70 – 71 character in narrative 29 Clandinin, D.J and Connelly, F.M 2, 18, 25, 29, 30, 78, 124 classification of critical events 65 – 66 Cohen, L et al 76 Index 137 collaboration in relationships 113, 115 – 116, 120 – 121 collection of stories 71 – 73 collegiality in relationships 113, 115 – 116, 120 – 121 communication and narrative 14 community relationships 113, 115 – 116, 120 – 121 competition and quality in higher education 52 – 53 complexity: dealing with 1, 3, 11, 19 – 20, 29, 123 – 124; illumination of 19 – 20; postmodernism and 26; in research 11, 18 – 20 confirmation, multiple sources in 76 – 77 conforming relationships 113, 115 – 116, 120 – 121 Conle, C 124 Connelly, F.M and Clandinin, D.J 6, 16, 17, 18, 20, 25, 73, 73, 78, 79, 80 constructed reality 26 context of stories: adult education 38; cultural studies 46; higher education 56; legal education 34 – 35; medical education 37 – 38; neurology 42; primary education 44; psychiatry education 49 – 50; social history 46; theology 40 contextualisation 28, 29 criteria of narrative research 112, 113, 114, 118 – 120 critical events: academic professional practice example 68 – 69; air traffic control example 66 – 67; analysis of 73; analysis of narrative reports 71 – 72; approach to presentation 113, 117, 1224, 123; chaotic activity and 70 – 71; characteristics of 60; classification of 65 – 66; collection of stories 71 – 73; in communal setting 69; confirmatory function 63; criticality and content 69 – 70; defining critical events 60 – 61; examples of 66 – 69; extrinsic events 61; featured in stories 59 – 60; features of 62; human thinking and 62 – 63; identification of 69 – 71; illustrative flash-points 70; intrinsic events 61 – 62; labelling of 61; like events and 65 – 66; medical example 59; narrative and 58 – 60, 111; narrative collection 71 – 73; narrative content analysis 71 – 72; narrative sketch quality, influences on 73; other events and 65 – 66; personal events 61; questions for engagement in storytelling 71 – 72; reassessment of past activities 62 – 63; references to 62; reports of 73; review of approach to narrative 111; selective recollection 62 – 63; significance of 63 – 64; sociopsychoanalytical perspective on 62 – 63; stories of human experiences of 58 – 59; structure of 70; symmetry of 64; in teaching and learning 64; types of 60 – 62 criticality and content 69 – 70 critical thinking in legal education 34 cross-discipline research 124 cultural membership cultural studies: car as status symbol 48 – 49; context of stories 47; dream homes 47 – 48; household technology, benefits of 48; modern conveniences 48; social trends and personal stories 47 – 49; stories in 46 – 49 culture and narrative 27 – 28 curriculum delivery, innovation in 38 curriculum transformation in higher education 52 data: access to 81; data-gathering instruments 112, 113, 114, 118 – 119; dependability of 74 Davidson, C.N 25 Decameron (Boccaccio, G.) 24 deconstruction 24 – 25 Denzin, N.K 25 Descartes, René 26 detective fiction 7 – 8 Dewey, John 13 – 14 Diekelmann, N.L 124 documentation of research 112, 113, 114, 118 – 119 Dollard, J 25 dream homes 47 – 48 Dyson, A.H and Genishi, C economy: in analysis 119; reliability of narrative 85 educational developers: in legal education 36 – 37; in psychiatry 49 – 55 educational research 5 – 8, 14 – 15 educational training 15 Eichenbaum, Boris 23 Eisner, E.W 73 Elbaz, F 2, 3, 16, 28 Elliot, J 20 – 21 empirical research 4, 30 empowering relationships 113, 115 – 116, 120 – 121 epistemology 5, 18 138 Index Erikson, E.H 69 ethical issues: narrative inquiry 24 – 25; reliability of narrative 86 European University Association (EUA) 50, 54 – 55 evaluation: narrative as 124; of quality in higher education 50 events: category in research 112, 113, 114, 115, 119, 120; event-driven nature of narrative 58; extrinsic events 61; intrinsic events 61 – 62; like events 65 – 66, 113, 117, 122; other events 65 – 66, 113, 117, 122; personal events 61; restructuring in light of 2; time of events 79; unfolding of 80 examples: critical events 66 – 69; framework for narrative research 117 – 122 existentialism experience: human centredness and 18; inner experience, revelation through exploration of narrative 12 – 14 external constraints 113, 116 – 117, 121 extrinsic events 61 familiarity 84 Farran, D 20 Fay, J 61 feelings and judgements 42 – 43 fictional depiction 7 – 8 Flanagan, John 61 flexibility 34 – 36, 92, 123 Flick, U 76 folktale and myth 41 formative assessment 38 Fountain, J.E 61, 62 framework for narrative research: access to codified data 112, 118: accountability and measurement 124; apparency of research 112, 113, 114, 118 – 120; caring relationships 113, 115 – 116, 120 – 121; collaboration in relationships 113, 115 – 116, 120 – 121; collegiality in relationships 113, 115 – 116, 120 – 121; community relationships 113, 115 – 116, 120 – 121; complexity, dealing with 123 – 124; conforming relationships 113, 115 – 116, 120 – 121; criteria of narrative research 112, 113, 114, 118 – 120; critical events approach to presentation 113, 117, 122, 123; cross-discipline research 124; data-gathering instruments 112, 113, 114, 118 – 119; documentation of research 112, 113, 114, 118 – 119; economy in analysis 119; empowering relationships 113, 115 – 117, 120 – 121; evaluation approach, narrative as 124; events category in 112, 113, 114, 115, 119, 120; example of framework 117 – 122; external constraints 113, 116 – 117, 121; framework for researcher 112 – 117; future research needs 123 – 125; humancentred experience 123; indexing system for research 112, 118; intersubjectivity 113, 116 – 117, 121; learning, research in 123 – 124; like events approach to presentation 113, 117, 122; limitations of stories research 122 – 123; measurement, accountability and 124; modelling 113, 115 – 116, 120 – 121; negotiation 113, 115 – 116, 120 – 121; observation for research 112, 113, 114, 118 – 119; other events approach to presentation 113, 117, 122; place category in 112, 113, 114, 115, 119, 120; positioning narrative inquiry 122 – 123; power relationships 113, 115 – 116, 120 – 121; practice relationships in research 113, 115 – 116, 120 – 121; processes of research 112 – 115; qualities of research methods 122 – 123; research interviews 112, 113, 114, 118 – 119; research surveys 112, 113, 114, 118 – 119; results of research, presentation of 113, 117, 122; risks 113, 116 – 117, 121; smoothing 113, 116 – 117, 121; structure of research 112, 113, 114, 115, 119, 120; teaching, research in 123 – 124; time category in 112, 113, 114, 115, 119, 120; tools of research 112, 113, 114, 118 – 119; transcripts for research 112, 113, 114, 118 – 119; transferability of research 112, 113, 114, 118 – 120; value in relationships 113, 115 – 116, 120 – 121; verisimilitude of data 112, 113, 114, 118 – 120 Fullan, M 16 future research 123 – 125 Gann, E 19 Ganzevoort, R 77 Gawande, A 59 Geelan, D 74 Geertz, Clifford 14 Genette, B 23 Glasser, B and Strauss, A.L 62 Gough, N 6 – 8, 15, 65 – 66 Graham, R.J Green, B and Reid, J 15 Greenhalgh, T and Hurwitz, B 30, 31, 124 Grumet, M.R Index 139 Guba, E.G and Lincoln,Y.S 81 – 82 Gudmundsdottir, S 19, 20 Hanrahan, M and Cooper, T 16 – 17 Harding, S 14 – 15 Hardy, B 14 Hauerwas, S and Burrell, L.G 18 Heath, S.B 25 Hegel, Georg W.F 13 Heidegger, Martin 13 Hellman, A.P 30 Henson, Les 6, 27 – 28, 40 – 41 Herman, D 24 hermeneutics 5 – 6 higher education: administrative quality 55; Canadian Studies in central Europe 53 – 54; competition and quality 52 – 53; context of the stories 56; curriculum transformation 55, 59; establishing mechanisms for quality control 57 – 58; European University Association (EUA) 50, 54 – 55; evaluation of quality 50; information system 54; internationalisation 55; international studies (in Czech Republic) 56 – 60; meaning of quality 54; peer review in quality control 53 – 54; quality development in 49 – 50; quality of, stories of academics in (2006) 56 – 60; research programmes, quality evaluation of 55; self-evaluation 50; standards and quality control 59 – 60; stories in 56 – 60; teaching quality 54 history and narrative inquiry 24 Hlynka, D and Belland, J.C 25 holism: capturing the ‘whole story’ 9 – 10; holistic emphasis in narrative 81 – 83; in nature of narrative inquiry 31 ‘Hollywood effect,’ distortion of narrative 18 Holzer, Jan 68 honesty 81 – 83 household technology, benefits of 48 Huberman, M 19, 74, 75, 77, 78, 79 human actions, sensitivity to human centredness: human-centred experience 123; and narrative 14; in research 12, 18 – 20 human consciousness 13 – 14 human experience 1 – 3 human factors in neurology 42 – 43 human stories and narrative inquiry 3 – 4 human thinking and critical events 62 – 63 Hunter, K 124 identification of critical events 69 – 71 idiosyncratic responses in narrative 82 indexing system for research 112, 118 information system in higher education 54 inner experience, revelation through interdisciplinary cooperation 53 – 54 interdisciplinary nature of narrative inquiry 30 Interlearn 51, 52, 54 – 55 international cooperation 49 – 50 internationalisation 52, 55 international studies (in Czech Republic) 49 – 56 intersubjectivity 80, 113, 116 – 117, 121 interviews for research 112, 113, 114, 118 – 119 intrinsic events 61 – 62 Ironside, P.M 124 Israeli non-Bedouin teacher, story of 46 Israeli teacher, story of 45 Jakobson, Roman 24 Jalongo, M.R and Isenberg, J.P 25 joint awards, complexity of issue 52 – 53 Jonassen, D.H Josselson, R 24 Journal of Narrative and Life History 124 judgements and feelings 42 – 43 knowledge: knowledge base expansion 82; personal knowledge and narrative inquiry 27; process and construction of 78 – 80; transfer through narrative 19; truth and Kraft, C.H 27 Kuhns, R 18 labelling of critical events 61 Labov, W 124 language patterns 25 Lather, P 77 Laub, J.H and Sampson, R.J 20 law: significance of 31; teacher’s narrative 35 learners: learner-centered nature of narrative 19; learning as process 5; and narrative 14; research in learning 123 – 124 legal education: change and resistance to change 36; context of stories 34; course content, reflection on 34; critical thinking 34; educational developer’s narrative 35 – 36; flexible alternatives to conventional teaching, reflection on 36; law teacher’s narrative 35; narrative reflections 34 – 36; novice and student, 140 Index reflections on roles of 36; reflective stories as evaluation 34; self-reflection 35; stories in 35 – 36; taxonomies in reflection 35; technology as tool, reflection on 35 Levi-Strauss, Claude 23 Lieblich, A et al 24 life’s journey, reflection in 23 like events 65 – 66, 113, 117, 122 limitations of stories research 122 – 123 Lincoln,Y.S and Guba, E.G 81 – 82, 85 Linde, C 124 literary criticism 24 long-term sequences in narrative McEwan, H and Egan, K 13 – 14, 22, 73, 86, 124 MacIntyre, A 14 McNamara, Sue 39 Man who Mistook his Wife for a Hat and Other Clinical Tales, The (Sacks, O.) 42 – 43 Maori student in New Zealand, story of 45 Markham, B 19 Marx, Karl 13 meaning: of narrative 11; of quality 54 Measor, L 60 – 61, 62, 70 measurement, accountability and 124 medical education: context of story 37 – 38; formative assessment strategies 38; innovation in curriculum delivery 38; medicine lecturer 38 – 39; multimedia, benefits of use of 38; narrative in reflection on professional practice 37 – 38; self-directed learning 38 – 39; stories in 37 – 39 medicine: critical events, medical example 59; lecturer in, story of 38 – 39; medical history taking and 30 memory and narrative 13 – 14 Merrill, D 5 – 6 Miles, M.B and Huberman, A.M 86 minority education, investigation in 44 – 46 Mishler, E.G 77 missiological reflection 41 misuse of narrative 18 Mitchell, W.J.T 24 modelling 113, 115 – 116, 120 – 121 models and theories in narrative inquiry 23 – 25 modern conveniences 48 modernism 7, 7, 10, 16, 25 – 26 multimedia, benefits of 38 myths and ritual 40 Nadler, L 85 Naidu, S and Cunnington, D 37 narrative: across disciplines 6; action, association with 17 – 18; alternative approach to research 3 – 5, 9 – 10; basic need for stories 2; central components of 29; collection of 71 – 73; communication and 14; complexity, dealing with 19 – 20; cultural membership through 2; culture and 27 – 28; distortion of, ‘Hollywood effect’ 18; in educational research 8; epistemology issues 18; essential to human life 31; event-driven nature of 58; experience, human centredness and living with 18 – 20; human centredness and 14; human consciousness and 13 – 14; human experience and 1 – 3; illumination of complexity by 19 – 20; journey with narrative in theology 40 – 41; key features of 31; knowledge transfer through 20; learner-centered nature of 19; learners and 14; life’s journey, reflection in 23; long-term sequences in 2; meaning of word 11; in medicine 42; memory and 13 – 14; misuse of 18; modernism 10; narrative content analysis 71 – 72; narrative grammar 23; narrative method 9; narrative schemas 20; narrative structure of stories 17; oral culture 14; personal consciousness and 13 – 14; philosophies and 4 – 6; postmodernism 10, 27 – 28; practice and 19 – 20; real life and 2 – 3; in reflection on professional practice 37 – 38; reliability of 19; research dissertations and 16; research issues in 3 – 5, 9 – 10; research methodology in theology 40 – 41; speech, practice and 20; stories, educational value of 13; teacher’s stories 16; in uncovering of issues 44 – 46; validity of 19; verisimilitude 9; worldviews and 4 – 6, 27 – 28; writing research dissertations 16 Narrative Fiction: Contemporary Poetics (Rimmon-Kenan, S.) 24 narrative in research: complexity in research 12, 18 – 20; exploration of narrative 12 – 14; features of narrative in educational research 12, 17 – 18; human centredness in research 12, 18 – 20; operationalising the narrative 20 – 21; prominence of narrative in research 12, 14 – 17; quantitative and qualitative research methods 21 – 22; story-based approaches 11 – 12 Index 141 narrative inquiry: action and 29, 30; adult education, stories in 38 – 39; autobiography and 25; behaviourism and 16, 27; capturing the ‘whole story’ 9 – 10; central components of narrative 29; certainty and 29, 30; change, embracement of 16 – 17; character in narrative 29; complexity, dealing with 27; complexity, postmodernism and 27; constructed reality and 27; context and 29; contextualisation 28, 30; cultural studies, stories in 45 – 49; in current era, addressing issues arising 28 – 33; deconstruction and 24 – 25; educational research, spread in 15; in educational training 15; emancipatory nature of 6 – 7; employment of narrative 29; ethical issues 24 – 25; first use of term 6; higher education, stories in 58 – 60; history and 24; holistic nature of 31; human actions, sensitivity to 7; human stories and 3 – 4; inner experience, revelation through 9; interdisciplinary nature of 30; interest in 17; key features of narrative 31; language patterns and 25; law, significance in 31; legal education, stories in 34 – 37; literary criticism and 24; medical education, stories in 37 – 39; medical history taking and 30; models and theories in 23 – 25; modernism and 25 – 26; momentum in practice and research 4; narrative grammar 23; narrative reflections in legal education 34 – 37; narratology and 23 – 24; neurology, stories in 42 – 43; objective science and 26; people and 29, 30; personal knowledge and 27; personal stories and 58 – 59; perspective in narrative 29; philosophies in educational research 25 – 27; place in narrative 29; poetics 23; positioning of 122 – 123; postmodernism and 25 – 27, 28; primary education, stories in 44 – 46; psychiatry education, stories in 49 – 55; psychology and 24 – 25; quantitative and qualitative research methods 21 – 22; reflection and 8 – 9; reflective practice 25; reliability in 29; revelation of hidden interests and bias through 8 – 9; rhetorical analysis 24; scene in narrative 29; social history, stories in 45 – 49; sociology and 25; stories in 33 – 57; story creation, reasons for 29; teacher education 25; temporality and 29; theology, stories in 39 – 41; time in narrative 29; verisimilitude in 29; worldview, functions of 27 – 28; worldview and 27 narrative schemas 19 narrative sketch quality, influences on 73 narrative structure of stories 17 narratology 23 – 24 negotiation 113, 116 – 117, 120 – 121; communication and 79 Neisser, U and Fivush, R neurology: context of story 42; feelings and judgements 42 – 43; human factors in 42 – 43; narrative in medicine 42; stories in 42 – 43 New Zealand teachers, stories of 45 objective science 26 observation for research 112, 113, 114, 118 – 119 Ommundsen, W 14 online collaboration 52 operationalising the narrative 20 – 21 oral and narrative orientation 40 – 41 oral culture and narrative 14 other events 65 – 66, 113, 117, 122 Pearce, L.D 21 peer review 53 – 54 people and narrative inquiry 29, 30 personal consciousness 13 – 14 personal events 61 personal knowledge 27 personal stories 58 – 59 perspective in narrative 29 phenomenology philosophies: in educational research 25 – 27; and narrative 4 – 6 Pinar, W.F 8 – 9 place: category in research 112, 113, 114, 115, 119, 120; in narrative 29; setting and 79 Plato 13 poetics 23 Polanyi, Michael 27, 124 Polkinghorne, D.E 4 – 5, 19, 24, 29, 74, 75, 78, 124 Popper, Karl 4, 75 postmodernism 5, 7, 10, 25 – 27, 28 power relationships 113, 115 – 117, 120 – 121 practice: narrative and 19 – 20; relationships in research 113, 115 – 116, 120 – 121 presentation, critical events approach to 113, 117, 122, 123 primary education: administrator in US, story of 45; Bedouin teachers in Israel, 142 Index stories of 46; context of stories 44; investigation in minority education 44 – 46; Israeli teacher, story of 45; Maori student in New Zealand, story of 45; narratives and the uncovering of issues 44 – 46; New Zealand teachers, stories of 45; non-Bedouin teacher in Israel, story of 46; stories in 44 – 46 procedural immediacy 82 process: and construction of knowledge 78 – 80; processes of research 112 – 115 professional experience stories 49 professional practice stories 50 Propp,Vladimir 23 psychiatry education: context of stories 49 – 50; educational developer’s story 53 – 54; expectations, and limitations 55; flexibility in delivery 50 – 51; interdisciplinary cooperation 53 – 54; Interlearn, functionality of 52, 54 – 55; Interlearn, influences of 51; international cooperation in 49 – 50; joint awards, complexity of issue 52 – 53; online collaboration 52; professional experience stories 49; professional practice stories 50; project leader’s story 50 – 53; project team 51 – 52; reflective stories for feedback 50; sociologist and project manager’s story 54 – 55; stories in 49 – 55; time, critical nature of 52; unplanned delays 53 psychoanalysis Psychological Bulletin 62 psychology and narrative inquiry 24 – 25 qualitative research 21 – 23, 77 qualities of research methods 122 – 123 quality development in higher education 49 – 50 quantitative research 2, 4, 21 – 23, 29 questions for engagement in storytelling 71 – 72 real life and narrative 2 – 3 reassessment of past activities 62 – 63 Reeves, T 5 – 6 reflection: and narrative inquiry 8 – 9; reflective practice 25; reflective stories as evaluation 34; reflective stories for feedback 50; reflective storytelling in theology 41; self-reflection 35; taxonomies in reflection 35; technology as tool, reflection on 35 – 36; through narrative in adult education 39 Reighart, P.A and Loadman, W.E 71 – 72 reliability of narrative 5, 19, 74 – 75, 78; access to content 79 – 81; authenticity 83 – 84; data, access to 81; dependability of data 74; economy 85; ethical issues 86; events, unfolding of 80; familiarity 84; honesty 81 – 83; intersubjectivity 80; negotiation and communication 74 – 75; place, setting and 79; smoothing 80; structure of narrative 78 – 79; time of events 79; transferability 85; trustworthiness and 75 – 76; verisimilitude 83 – 84 reports of critical events 73 research dissertations 16 research interviews 112, 113, 114, 118 – 119 research issues in narrative 3 – 5, 9 – 10 research programmes, quality evaluation of 55 research surveys 112, 113, 114, 118 – 119 responsiveness 81 results of research, presentation of 113, 117, 122 rhetorical analysis 24 Richardson,V 77 Riessman, C.K 24, 30, 74, 76, 78 Rimmon-Kenan, S 24 risks 113, 116 – 117, 121 Rosen, H 14 Rousseau, Jean-Jacques 13 Sacks, Oliver 37, 42 – 43 Sarbin, T.R 2, 3, 25, 124 Sartre, Jean-Paul scene in narrative 29 Schon, Donald 19, 25 selective recollection 62 – 63 self-directed learning 38 – 39 self-evaluation 50 self-reflection 35 Shaw, C.R 25 Shields, C.M et al 44 – 46 Shulman, L 16 significance of critical events 63 – 64 Sikes, P et al 59, 61, 62 Silverman, D 76, 77 Skhlovskij,Viktor 23 smoothing 80, 113, 116 – 117, 121 social history: car as status symbol 48 – 49; context of stories 47; cultural trends and personal stories 47 – 49; dream homes 47 – 48; household technology, benefits of 48; modern conveniences 48; stories in 46 – 49 sociology and narrative inquiry 25 Index 143 socio-psychoanalytics 62 – 63 Sparkes, A.C 61, 62, 70 speech, practice and narrative 20 standards and quality control 53 – 54, 56 stories: in adult education 38 – 39; basic need for 2; collection of stories 71 – 72; in cultural studies 46 – 49; educational value of 13; essential to human life 31; in higher education 56 – 57; of human experiences 59 – 60; in legal education 34 – 37; in medical education 37 – 39; in narrative inquiry 33 – 57; in neurology 42 – 43; as oral culture 14; in primary education 44 – 46; in psychiatry education 49 – 55; in social history 46 – 49; storybased approaches 12; story creation, reasons for 29; teacher’s stories 16; in theology 39 – 41; see also narrative Strauss, A.L 61, 62 – 63, 69 Strauss, A.L and Corbin, J 62, 71 structure: of critical events 70; of narrative 78 – 79; of research 112, 113, 114, 115, 119, 120 symmetry of critical events 64 taxonomies in reflection 35 teaching: education for 25; and learning 65; quality in higher education 54; research in 123 – 124; teacher’s stories 16 technology as tool, reflection on 35 – 36 temporality 29 theatre Theobald, R 14 theology: context of story 40; folktale and myth, use of 41; a journey with narrative 40 – 42; missiological reflection 41; myths and ritual 41; narrative as research methodology 40 – 41; oral and narrative orientation 41; reflective storytelling 41; stories in 39 – 41; worldview themes 40 thesis supervision 38 – 39 Thomas, W.I 25 Thompson, P 20 time: category in research 112, 113, 114, 115, 119, 120; critical nature in psychiatry education 52; of events 79; in narrative 29 Todorov, Tzvetan 23, 24 Toffler, A 14 Tomasevskij, Boris 23 tools for research 112, 113, 114, 118 – 119 transcripts for research 112, 113, 114, 118 – 119 transferability 85, 112, 113, 117, 118 – 120 triangulation 76 – 77 trustworthiness: characteristics of 81 – 83; checklist for 82; and reliability of narrative 75 – 76 truthfulness see verisimilitude validity of narrative 4 – 5, 19, 74, 75 – 77; access to content 79 – 81; adaptability 81; atypical responses 82; authenticity 83 – 84; clarification, opportunities for 82; data, access to 81; dependability of data 74; economy 85; ethical issues 86; events, unfolding of 80; familiarity 84; holistic emphasis 81 – 83; honesty 81 – 83; idiosyncratic responses 82; intersubjectivity 80; knowledge base expansion 82; multiple confirmatory sources 76 – 77; negotiation and communication 79; place, setting and 79; procedural immediacy 82; process and construction of knowledge 78 – 80; responsiveness 81; smoothing 80; strength of analysis of data 74; structure of narrative 78 – 79; time of events 79; transferability 85; trustworthiness 75 – 76, 81 – 83; verisimilitude 83 – 84 value in relationships 113, 115 – 116, 120 – 121 verisimilitude 9; of data 4, 112, 113, 114, 118 – 120; in narrative inquiry 29; reliability of narrative 83 – 84 Walker, R et al 61, 62 Webster, L 67, 71 Webster, L and Mertova, P 34 Welty, E 79 – 80 White, H 24, 124 Woods, P 60 – 64, 69, 70, 83, 84 Words (Sartre, J.-P.) worldview 5, 6, 27 – 28, 40 Yeaman, A.R.J 28 Yoder-Wise, P.S and Kowalski, K 29 Znaniecki, Florian 25 ... potential pitfalls Narrative as an alternative approach to research: contemporary research issues By proposing narrative inquiry as an alternative research method, we are by no means attempting... Education USING NARRATIVE INQUIRY AS A RESEARCH METHOD An Introduction to Critical Event Narrative Analysis in Research, Teaching and Professional Practice 2nd edition Patricie Mertova and Leonard. .. underpinning narrative 23 Examples of stories in narrative inquiry 33 A critical events approach to narrative 58 Rethinking validity and reliability 74 Narrative inquiry as a research method and quality