Purpose – The purpose of this chapter is to explore and deliberate over ways in which culture may contribute to the interpretation of field texts while also intersecting the dimensions of time, space, and sociality in accordance with Clandinin and Connelly's (2000) notion of the three-dimensional narrative inquiry space.
Approach – This chapter highlights research interactions within a long-term, school-based narrative inquiry dealing with lived curriculum experiences.
Findings – The researchers gained insight into some of the nuances of interpreting field texts. In particular, this study highlighted the potential influence of the cultural, racial, religious, ethnic, or linguistic backgrounds of researchers and their participants in shaping the interpretation of field texts.
Research implications – The field texts that were presented and examined in this chapter shed light on key curricular experiences, spaces, and silences that might occur in relational and interpretive research stemming from cross-cultural experiences and vantages. This uncovered strand of inquiry interpretation has wide implications for qualitative work.
Value – Narrative inquirers and researchers employing other interpretive forms of qualitative investigations might be influenced to attend to the themes of culture in their work in novel ways. New understandings of researcher bias and the subsequent interpretation of results can be seen from a cross-cultural experiential paradigm.
In the introductory chapter to this book, we invited the reader to join us along the banks of the braided rivers of narrative inquiry research. We hoped to convey through…
In the introductory chapter to this book, we invited the reader to join us along the banks of the braided rivers of narrative inquiry research. We hoped to convey through that metaphor the interconnections we find among the work of our contributing colleagues. As we conclude this book, we ask the reader to join us as we visit the headwaters and tributaries of this research tradition. Nearly three decades ago, Michael Connelly and Jean Clandinin embarked upon a study at Bay Street School (Clandinin, 1986; Clandinin & Connelly, 1992; Connelly & Clandinin, 1988; Connelly, Phillion, & He, 2003) to investigate teachers’ personal practical knowledge (Connelly & Clandinin, 1985). Using narrative as both phenomenon and methodology (Connelly & Clandinin, 1988; Clandinin & Connelly, 1992, 2000; Clandinin, 2008) for this study, their work in the field was integral to the adoption of narrative inquiry as a research methodology in the, then, burgeoning study of teacher knowledge (Connelly & Clandinin, 1988, 1990, 1999), teacher education (Clandinin, 1991, 1992; Connelly & Clandinin, 2000), and curriculum studies (Clandinin & Connelly, 2002). In these areas, as well as in others (i.e., Nursing; Chan, 2008; Chan & Schwind, 2006; Lindsay, 2006a, 2006b), this research, which focused on experience, became well-established and expanded.
Elaine Chan is a teacher educator in the Department of Teaching, Learning, and Teacher Education, University of Nebraska-Lincoln, where she teaches undergraduate courses in Multicultural Education and graduate courses in diversity, Curriculum Studies, and research methodology. She was an elementary level teacher in Canada and in Japan, and has conducted research in Canadian, American, and Japanese schools. Her research focuses on ways children, teachers, and families experience school curriculum, and ways in which identity, culture, and curriculum intersect on school landscapes in transition. She is coauthor of the book, Teaching the Arts to Engage English Language Learners with Margaret Macintyre Latta.
As narrative inquirers in the midst of our journeys as researchers and teacher educators, we restory a portion of our journeys here, as an invitation for readers to live alongside us – living, telling, reliving, retelling (Clandinin & Connelly, 1994). What resonance, tension, questions, or stories emerge as we enter the past?
We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge…
We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.
This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research…
This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects focusing on a student of a cultural or social background different from their own, while also documenting their own experiences of conducting research in their student teaching settings as part of their coursework. Recognizing the possibilities and addressing the challenges encountered by preservice teachers when engaging in research to learn about socially and culturally diverse students contributes to the body of teacher knowledge needed for all educators in an increasingly diverse local and global community. Students in the student teaching component of their teacher education program are professionally positioned to access firsthand the complexity and nuances of diversity in a school community. Examination of their experiences highlighted benefits of including research, namely narrative inquiry research, to engage preservice teachers in learning about issues of diversity and curriculum in ways that are highly relevant to their own teaching contexts, while at the same time, gaining a framework and assuming an inquiry stance that will serve them well throughout their careers. I also explore challenges of engaging preservice teachers in research to learn about diversity in classrooms and schools.