D. Jean Clandinin – författare

In Engaging in Narrative Inquiry, Second Edition, D. Jean Clandinin, a pioneer in narrative research, updates her classic formulation on narrative inquiry, clarifying, extending, and refining methods.

This updated edition looks at changes and developments in the field since the publication of the first edition in 2013, exploring how narrative inquiry explores human lives through a narrative lens that honors experience as a source of important knowledge and understanding. The book includes several exemplary cases with the author’s critique and analysis of the work.

The following are new to this edition:

The increasing interest in narrative inquiry as research methodology across disciplines makes this book an essential guide and an excellent text for graduate courses in qualitative inquiry, education and nursing research, sociology, and all courses in autobiographical and narrative research and inquiry.

In Engaging in Narrative Inquiry, Second Edition, D. Jean Clandinin, a pioneer in narrative research, updates her classic formulation on narrative inquiry, clarifying, extending, and refining methods.

This updated edition looks at changes and developments in the field since the publication of the first edition in 2013, exploring how narrative inquiry explores human lives through a narrative lens that honors experience as a source of important knowledge and understanding. The book includes several exemplary cases with the author’s critique and analysis of the work.

The following are new to this edition:

The increasing interest in narrative inquiry as research methodology across disciplines makes this book an essential guide and an excellent text for graduate courses in qualitative inquiry, education and nursing research, sociology, and all courses in autobiographical and narrative research and inquiry.

Organized around a metaphor of an academic journey, D. Jean Clandinin offers published tracings of an unfolding journey over 40 years that, at its outset, appeared to focus only on questions of epistemology. However, the book illuminates how that apparent beginning focus shape-shifted to questions of methodology, ethics, ontology, and subsequently, political concerns.

Clandinin shows that, even at the outset, her research wonders were grounded in relational understandings of experience, understandings that were simultaneously ontological, methodological, epistemological and ethical. Jean’s work is collaborative, an engagement alongside others and within the contexts in which they and she lived and worked, including those who were participants in the research. She continues to acknowledge that narrative inquiry changes people’s ways of being in the world, and those changes have ethical significance. While what she and her colleagues now call relational ethics has always been central, recently her sense of ethics has become more explicitly political. She shows the development of ideas over time, beginning as she entered doctoral work and continuing through 2019 and onward.

Jean’s work, centered on relational understandings of experience, highlights ethical dimensions, and has come to define narrative understandings for generations of researchers. This book will be an invaluable resource for researchers and graduate students, and professional researchers in both educational and healthcare settings.

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Organized around a metaphor of an academic journey, D. Jean Clandinin offers published tracings of an unfolding journey over 40 years that, at its outset, appeared to focus only on questions of epistemology. However, the book illuminates how that apparent beginning focus shape-shifted to questions of methodology, ethics, ontology, and subsequently, political concerns.

Clandinin shows that, even at the outset, her research wonders were grounded in relational understandings of experience, understandings that were simultaneously ontological, methodological, epistemological and ethical. Jean’s work is collaborative, an engagement alongside others and within the contexts in which they and she lived and worked, including those who were participants in the research. She continues to acknowledge that narrative inquiry changes people’s ways of being in the world, and those changes have ethical significance. While what she and her colleagues now call relational ethics has always been central, recently her sense of ethics has become more explicitly political. She shows the development of ideas over time, beginning as she entered doctoral work and continuing through 2019 and onward.

Jean’s work, centered on relational understandings of experience, highlights ethical dimensions, and has come to define narrative understandings for generations of researchers. This book will be an invaluable resource for researchers and graduate students, and professional researchers in both educational and healthcare settings.

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In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives.

Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives.

Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

Narrative inquiry is based on the proposition that experience is the stories lived and told by individuals as they are embedded within cultural, social, institutional, familial, political, and linguistic narratives. It represents the phenomenon of experience but also constitutes a methodology for its study. At the heart of this methodology is relational ethics. However, until now the functioning of this key relationship in practice has remained largely undefined. In this book the authors take on the essential task of developing a conceptual framework for the application of relational ethics to narrative inquiry.

Building on a corpus of more generalized research, this book is grounded in a multi-year study with indigenous youth and families. The authors describe their experiences of narrative inquiry, highlighting how relational ethics informed their negotiation of these research relationships. They also engage in a conversation with the work of philosophers who have guided their narrative inquiry to offer a more thorough understanding of relational ethics. Through this, and contributions from five further studies on a diverse range of subjects, a number of key points for successful relational ethics are isolated and expounded upon.

This book is an invaluable tool for researchers and postgraduates engaged in qualitative research — providing clear and practical guidance on ethical concerns. It also extends the work of the authors’ two previous titles, Engaging in Narrative Inquiry and Engaging in Narrative Inquiries with Children and Youth.

Narrative inquiry is based on the proposition that experience is the stories lived and told by individuals as they are embedded within cultural, social, institutional, familial, political, and linguistic narratives. It represents the phenomenon of experience but also constitutes a methodology for its study. At the heart of this methodology is relational ethics. However, until now the functioning of this key relationship in practice has remained largely undefined. In this book the authors take on the essential task of developing a conceptual framework for the application of relational ethics to narrative inquiry.

Building on a corpus of more generalized research, this book is grounded in a multi-year study with indigenous youth and families. The authors describe their experiences of narrative inquiry, highlighting how relational ethics informed their negotiation of these research relationships. They also engage in a conversation with the work of philosophers who have guided their narrative inquiry to offer a more thorough understanding of relational ethics. Through this, and contributions from five further studies on a diverse range of subjects, a number of key points for successful relational ethics are isolated and expounded upon.

This book is an invaluable tool for researchers and postgraduates engaged in qualitative research — providing clear and practical guidance on ethical concerns. It also extends the work of the authors’ two previous titles, Engaging in Narrative Inquiry and Engaging in Narrative Inquiries with Children and Youth.

Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn

This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.

Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn

This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.

Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds. Framed by the puzzling question of why someone would want to leave school early, the authors worked alongside youths from culturally and socially diverse backgrounds in order to understand their experiences and motivations in more depth. In doing so, however, the research team learnt that the stories are also as much about how early school leaving shaped their lives after they left education. By looking across the accounts provided in the book, paying particular attention to place, temporality and personal and social dimensions, the authors were able to identify resonant threads that enabled them to reframe a narrative reconceptualization of the phenomenon of early school leaving.