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 language | English |
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Publication status | Published - 2022 |
Event | International Association of Autoethnography and Narrative Inquiry 2022 - Online Duration: 3 Sept 2023 → … https://iaani.org/2022isan/ |
Conference
Conference | International Association of Autoethnography and Narrative Inquiry 2022 |
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Abbreviated title | ISAN 2022 |
Period | 3/09/23 → … |
Internet address |
Keywords
- narrative inquiry
- sociocultural theory
- teacher education
- assessment