Narrative and storying genres in educational inquiry risk disempowering the very people they claim to empower¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The new narrative genres have strengths but also weaknesses that may prove incapacitating, so sponsoring them in the name of empowerment may effectively disempower the people and causes they seek to work with. → Goodson 1995

Evidence¶

Goodson 1995¶

Goodson, I. F. (1995). The story so far: Personal knowledge and the political. International Journal of Qualitative Studies in Education, 8(1), 89–98. doi:10.1080/0951839950080109 (an earlier version, 1994, is ERIC ED376160)

q1 · i? · theoretical · r3

Theoretical argument in the paper's introduction: the author, sympathetic to narrative genres, nonetheless argues they require close scrutiny because their weaknesses may prove incapacitating. The article offers a reasoned argument, not empirical data, for this caution.

"For whilst they have some obvious strengths, there are I think, some weaknesses which may prove incapacitating. If so, we may be sponsoring genres of inquiry in the name of empowerment, whilst at the same time, effectively disempowering the very people and causes we seek to work with."

Discussion¶

Related Claims¶

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