Clandinin and Connelly provided interesting examples in "Narrative Inquiry-Experience and Story in Qualitative Research" to persuade writers, and everyone for that matter to use narrative inquiry when they write, and really throughout the whole writing process. They explained how different our points of view can be at different times of our lives and in different situations by using characters and examples throughout their piece.
The first quote/passage that struck and kind of explained narrative inquiry was:
"With this sense of Dewey's foundational place in our thinking
about narrative inquiry, our terms are personal and social (interaction);
past, present, and future (continuity); combined with the notion
of place (situation). This set of terms creates a metaphorical three dimensional
narrative inquiry space, with temporality along one dimension,
the personal and the social along a second dimension, and
place along a third" (50).
In this thought, Clandinin and Connelly stressed the importance of writers thinking along these three lines. Any situation researched has to consider the interaction the writer has with it and the past, present, and future of that interaction. In other words, research can not really remain in one place forever. Outside variables are going to effect it and change it, and that is OK. Research should be in fact, re-researched by others to confirm its validity, and also to place its relevance in a new time period.
Another point that I liked was found in one of quoted sections. Clandinin and Connelly talked about writing and remembering from a "place within a place". A group of educators met and Karen Whelan talked about how she struggled with always marking a kid as "failing" (57). When another researcher, Jean, in her group heard her remarks again via tape-recoder, she was instantly reminded of her childhood classroom and childhood struggles. By recounting her own past, Jean was better able to connect with the difficulties that present students were having. Both situations were situated in the same place--school, but the times and contexts were different. Even still, Jean was able to mentally go through her narrative and use it to her advantage. And that is exactly what narrative inquiry is supposed to do.
The last quote I liked was, "Narrative inquiry is a relational inquiry as we work in the field, move from field to field text, and from field text to research text" (60). Infusing narrative into all of these steps is important. I think of narrative as a relationship, and that relationship must grow and develop through all of these stages in order to be effective.
The first quote/passage that struck and kind of explained narrative inquiry was:
"With this sense of Dewey's foundational place in our thinking
about narrative inquiry, our terms are personal and social (interaction);
past, present, and future (continuity); combined with the notion
of place (situation). This set of terms creates a metaphorical three dimensional
narrative inquiry space, with temporality along one dimension,
the personal and the social along a second dimension, and
place along a third" (50).
In this thought, Clandinin and Connelly stressed the importance of writers thinking along these three lines. Any situation researched has to consider the interaction the writer has with it and the past, present, and future of that interaction. In other words, research can not really remain in one place forever. Outside variables are going to effect it and change it, and that is OK. Research should be in fact, re-researched by others to confirm its validity, and also to place its relevance in a new time period.
Another point that I liked was found in one of quoted sections. Clandinin and Connelly talked about writing and remembering from a "place within a place". A group of educators met and Karen Whelan talked about how she struggled with always marking a kid as "failing" (57). When another researcher, Jean, in her group heard her remarks again via tape-recoder, she was instantly reminded of her childhood classroom and childhood struggles. By recounting her own past, Jean was better able to connect with the difficulties that present students were having. Both situations were situated in the same place--school, but the times and contexts were different. Even still, Jean was able to mentally go through her narrative and use it to her advantage. And that is exactly what narrative inquiry is supposed to do.
The last quote I liked was, "Narrative inquiry is a relational inquiry as we work in the field, move from field to field text, and from field text to research text" (60). Infusing narrative into all of these steps is important. I think of narrative as a relationship, and that relationship must grow and develop through all of these stages in order to be effective.
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