scholarly journals Conducting Narrative Studies in Pakistan: Reflections from the Field

2020 ◽  
Vol 7 (1) ◽  
pp. 177-183
Author(s):  
Haji Karim Khan
Keyword(s):  
Narrative Research ◽  
Reflective Journals ◽  
Narrative Studies ◽  
Field Notes ◽  
Research In Education ◽  
Research Studies

This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan — a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider’s views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.

Becoming a Narrative Researcher in Pakistan: Reflections from the Field

2020 ◽  
Vol 7 (1) ◽  
pp. 117
Author(s):  
Haji Karim Khan
Keyword(s):  
Life History ◽  
Narrative Research ◽  
Learning Experience ◽  
Language And Culture ◽  
Reflective Journals ◽  
Research Participants ◽  
Narrative Studies ◽  
Field Notes ◽  
Research In Education ◽  
Research Studies

<p><em>This reflective paper emerges from the reflections on my experience to carry out narrative studies in Pakistan —a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources of triggering reflections on my learning to take the identity of a narrative researcher in a context where this approach is very young.  </em></p><em>My reflections show the learning experience in conceptualising and practicing narrative studies in the country. The paper shows that I took the roles of an insider, co-constructor of stories, and trust-builder while taking up the identity of a narrative researcher in Pakistan. In addition, becoming a gender sensitive and knowing language and culture of the research participants enabled me to take up the role smoothly.  Findings have pertinent implications for life history research studies in Pakistan and elsewhere.</em>

Narrative Research in Education

Education ◽  
2017 ◽  
Author(s):  
D. Jean Clandinin ◽  
Vera Caine ◽  
Margot Jackson
Keyword(s):  
Social Sciences ◽  
Discourse Analysis ◽  
Narrative Inquiry ◽  
Narrative Analysis ◽  
Narrative Research ◽  
Written Text ◽  
The Social ◽  
Narrative Methodology ◽  
Research In Education

While the study of narratology has a long history, narrative research became a methodology for the study of phenomena in the social sciences in the 1980s. Since that time there has been what some have called a narrative revolution, which is reflected in the rapid uptake in the use of narrative methodology across disciplines. There are diverse definitions of narrative research with different ontological and epistemological commitments, which range from semiotic studies and discourse analysis of spoken and written text to analysis of textual structures of speech and performances of texts as in narrative analysis to the relational studies of narrative inquiry where a focus on lived and told experience is central.

scholarly journals Research conversations with children and adolescents: Development and use of comprehensive interview guidelines

2020 ◽  
Author(s):  
Laura G. Rogers ◽  
Kathleen Shearer ◽  
Sarah Southon Hryniuk ◽  
Lynne Ray ◽  
Gwen R. Rempel
Keyword(s):  
Children And Adolescents ◽  
Reflective Journals ◽  
Team Meeting ◽  
Field Notes

Five sources of methodological data: the interview recordings, transcribed interviews, interviewer’s pre and post field notes, interviewer reflective journals, and team meeting notes.

scholarly journals Inquiry into Issues of Trustworthiness and Quality in Narrative Studies: A Perspective

2015 ◽  
Author(s):  
Jason Loh
Keyword(s):  
Qualitative Research ◽  
Narrative Research ◽  
Research Field ◽  
Narrative Study ◽  
Quality Literature ◽  
Narrative Studies ◽  
Narrative Truth ◽  
Quality Check

Many narrative studies subscribe to the criterion of verisimilitude as a form of quality check. However, such a criterion does not fully nor explicitly address the issue of quality or rigour. This paper examines a possible set of necessary criteria for evaluating narrative studies. It draws on the quality literature from the broader qualitative research field as well as the narrative research field. Specifically, it deals with the need to have a list of considerations to refer to in order to ensure acceptability and recognition of narrative studies’ rigour. This paper posits that issues of trustworthiness, narrative truth, verisimilitude and utility need to be attended to for any narrative study to ensure its quality.

Narratology and Post-Narratology

2020 ◽  
pp. 162-314 ◽  
Keyword(s):  
Literary Theory ◽  
Narrative Research ◽  
Broad Sense ◽  
The Other ◽  
Narrow Sense ◽  
Cultural Approach ◽  
Narrative Generation ◽  
Narrative Studies ◽  
Literary Theories ◽  
Research Narrative

This chapter describes the narratology or post-narratology that synthesizes and develops various narrative-related studies, including previous narrative research, narrative and narrative generation studies in the broad sense, and, of course, previous narratology and literary theories. This chapter studies various narrative studies in the broad sense and then studies and surveys narrative and narrative generation studies in a more narrow sense. Further, dependent on these backgrounds, the author surveys the fields of narratology and literary theories. On the other hand, as a cultural approach, this chapter refers especially to Japan's literature. In summary, dependent on the above topics, this chapter presents the concept of post-narratology, the expanded literary theory in the author's previous term.

scholarly journals Universos do conhecimento. Reflexões sobre a investigação narrativa na educação

2017 ◽  
Vol 30 (2) ◽  
pp. 187
Author(s):  
Gabriela Cruz Vásquez ◽  
Adriana Pastorello Buim Arena
Keyword(s):  
Qualitative Research ◽  
Scientific Method ◽  
Qualitative Methodology ◽  
Narrative Research ◽  
Literary Analysis ◽  
Human Subjectivity ◽  
Time Space ◽  
Research In Education ◽  
Made In

 O presente texto tem como objetivo oferecer ao leitor alguns apontamentos dos conceitos que envolvem a temática da investigação narrativa em educação e na pesquisa qualitativa. Quando se discute sobre esta modalidade de fazer investigação, há sempre dúvidas quanto a sua validade, geradas pela forte tradição positivista que predomina desde o nascimento do método científico. Com a intenção de complexificar a discussão sobre a natureza da pesquisa qualitativa, educativa e narrativa, este trabalho apoia-se em autores que problematizam os termos experiência, tempo, espaço, palavra e investigação narrativa, a partir da investigação e da literatura. Nas conclusões faz-se uma reflexão sobre a investigação narrativa como um giro metodológico qualitativo que possibilita uma rica geração de dados para o entendimento e a interpretação de níveis mais profundos da complexa subjetividade humana e da prática educativa.Palavras-chave: Experiência; Tempo-Espaço; Palavra; Investigação narrativa  ABSTRACTThis text aims to offer the reader some notes about concepts involving the theme of narrative research in education and in qualitative research. When discussing this mode of doing research, there are always doubts about its validity, generated by a strong positivist tradition that prevails since the birth of the scientific method. With the intention to deepen the discussion on the nature of qualitative research, of an educational and narrative nature, this work is based on literary analysis and on authors who problematize the terms experience, time, space, word and narrative research. A reflection on the methodological qualities of narrative research is made in the conclusions, as a qualitative methodology that makes possible a rich generation of data for understanding and interpreting deeper levels of the complex human subjectivity and of the educative practice. Keywords: Experience; Time-Space; Word; Narrative research 

scholarly journals What’s Your Story? A Book Review of Leah Fowler’s A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching (2006)

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Lisa A. Mitchell
Keyword(s):  
Graduate Students ◽  
Teacher Candidates ◽  
Narrative Research ◽  
Research In Education ◽  
Narrative Framework ◽  
Practice Of Teaching

This is a book review of Leah Fowler’s (2006) book entitled, A Curriculum of Difficulty: Narrative Research and the Practice of Teaching. This review was written as a complementary piece for Lisa A. Mitchell’s (2010) paper entitled, A Continuum of Learning: Enhancing Connections Between Teacher-Candidates and Education Graduate Students Through a Narrative Framework, which can also be found in this issue of in education.

scholarly journals Teaching Action Research through Action Research at Higher Education in Pakistan: Experiences from the Field

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 31-39
Author(s):  
Haji Karim Khan ◽  
Farah Deeba ◽  
Zunaira Fatima Syeda
Keyword(s):  
Action Research ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Action Research Project ◽  
Reflective Journals ◽  
Effective Strategies ◽  
Northern Areas ◽  
Field Notes

In this paper, I[1], as a teacher educator and researcher, present the findings of my action research with two teachers in facilitating them carrying out their action research projects in classrooms in the Northern Areas of Pakistan. The data for the study came from reflective journals, semi-structured interviews, field notes, lesson observations, and reports. The findings of the study show that action research is one of the most effective strategies for the professional development of teacher educators and teachers yet it is a challenging process. Field reality and dynamics make an action research project challenging yet responsive to the needs. A three stage-model surfaced from the project in the context of planning and executing action research in schools. The paper concludes with certain implications and questions for policymakers, schools, and teacher educators to use action research as a strategy in pre-and in-service teacher education programs in Pakistan or elsewhere in a similar context.

Sign in / Sign up

Export Citation Format

Share Document