Taking the middle ground in narrative research: How I adopted a Vygotskian lens in a narrative inquiry into teacher assessment literacy

Research output: Contribution to conferencePaperpeer-review

Abstract

In their seminal book on narrative inquiry, Clandinin and Connelly (2000) posit that the point of departure in narrative inquiry should be lived experience rather than a grand theory as is the case in formalistic inquiry. Simultaneously, Clandinin and Connelly (2000) emphasise the need to generate what the target audience of a study considers meaningful and socially significant findings. In this presentation, I argue that it is possible and probably advisable for novice narrative inquirers to take the middle ground: to combine the principles of narrative inquiry with a compatible grand theory so that the participants’ lived experience remains privileged, while the reader is assured of the study’s “meaning and social significance” (Clandinin & Connelly, 2000, p. 130). To support this argument, I will present some preliminary findings from my PhD project — a narrative inquiry guided by Vygotsky’s sociocultural theory (1978).
Original languageEnglish
Publication statusPublished - 2022
EventInternational Association of Autoethnography and Narrative Inquiry 2022 - Online
Duration: 3 Sept 2023 → …
https://iaani.org/2022isan/

Conference

ConferenceInternational Association of Autoethnography and Narrative Inquiry 2022
Abbreviated titleISAN 2022
Period3/09/23 → …
Internet address

Keywords

  • narrative inquiry
  • sociocultural theory
  • teacher education
  • assessment

Fingerprint

Dive into the research topics of 'Taking the middle ground in narrative research: How I adopted a Vygotskian lens in a narrative inquiry into teacher assessment literacy'. Together they form a unique fingerprint.

Cite this