Further Readings and Resources

Suggested Narrative Research Studies

Dibble, N., & Rosiek, J. (2002). White out: A case study introducing a new citational format for teacher practical knowledge research. International Journal of Education & the Arts, 3(5). www.ijea.org/v3n5/index.html.

In this article a university researcher (Jerry Rosiek) and K–12 teacher (Nancy Dibble) explore the ways that narratives of historically marginalized communities can establish either obstacles or opportunities for educators teaching in racially and culturally diverse settings. In addition to including a practical application of narrative inquiry in the work of classroom teachers, this article also provides an instance of researchers and teachers' working together to situate stories in pedagogically powerful ways. In short, this article was not meant to sit on the shelves; instead it provides a case study for teachers seeking to address issues of racial and cultural diversity in the classroom.

O'Neil, M. (2006). Theorising narratives of exile and belonging: The importance of biography and ethno-mimesis in “understanding” asylum. Qualitative Sociology Review, 2(1), 22–38.

This article reports a narrative inquiry into the experiences of Bosnian refugees in the East Midlands and Afghan refugees in London. The study is primarily situated in the field of sociology, and it reflects an application of participatory action research intended to inform public policy and praxis concerning the needs and treatment of asylum seekers and political exiles. The authors set out to develop a case for theory building based on lived experience. Using biographical materials and narrative inquiry was an essential part of their conceptual and methodological framework.

Other Suggested Readings

Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: Sage.

This important text sets out to map the progression of narrative research over the course of the last few decades. It acknowledges the current popularity of narrative in the social sciences and attempts the difficult work of considering narrative inquiry as a methodology when conducting research.

Hurwitz, B., Greenhalgh, T., & Skultans, V. (2004). Narrative research in health and illness. Hoboken, NJ: Wiley.

This expansive text presents a comprehensive illustration of narrative inquiry's potential to inform the work of health care professionals. Patients' stories are examined to highlight social, cultural, ethical, psychological, organizational, and linguistic issues that are typically overlooked in the primarily positivist field of health care. The fields of health care and the social sciences are blended through the use of narrative to help health care providers become more effective in their everyday work with patients.

Miller, J. (2005). Sounds of silence breaking: Women, autobiography, curriculum. New York: Peter Lang.

Through the use of autobiographical narratives, Janet Miller, one of the most influential thinkers in the field of curriculum theory, provides an insightful portrait of the work of a narrative researcher. Included in the text are her reflections on over two decades of participation in the “reconceptualization of curriculum” movement; a consideration of her close engagement with classroom teachers; and, most important for our purposes, a thoughtful discussion of the constantly changing dimensions of narrative and interpretive practices.

Munro-Hendry, P. (2007). The future of narrative. Qualitative Inquiry, 13, 487–497.

In this article Petra Munro-Hendry directly addresses many of the primary challenges to narrative inquiry's acceptance as a more mainstream approach for conducting research. Questions concerning the validity, reliability, objectivity, and generalizability associated with narrative approaches to research are thoroughly addressed. However, Munro then moves to more complex questions concerning researcher reflexivity and the relationship between the tellers, recorders, and subsequent hearers of narratives. Further, by discussing the relationship between individuals and the stories that they tell, Munro forwards the possibility for narrative reflection to serve as a more socially just way of voicing the interests of historically marginalized communities.

Organizations and Web Sites

American Educational Research Association (AERA)—Special Interest Group on Narrative Research (SIG #145)(http://sites.google.com/site/aeranarrativeresearchsig/)

AERA is a national education association and affords opportunities to hear as well as dialogue with researchers and educators. The special interest group devoted to narrative inquiry holds conference sessions in which researchers present on topics that use narrative inquiry as a methodology.

International Congress for Qualitative Inquiry (ICQI), University of Illinois at Urbana-Champaign (www.icqi.org/)

ICQI meets annually on the University of Illinois at Urbana-Champaign campus. Interactive workshops begin the conference, and junior as well as veteran researchers and educators are invited to present, dialogue, and network. ICQI is much smaller than AERA and offers graduate students a supportive environment to present as well as talk about qualitative research methodologies, such as narrative inquiry.