Use myriad field texts and the analytical tools of broadening, burrowing, and storying and restorying to move from field texts to research texts¶

Strategy · All strategies
Evidence · 1 claim (1 against) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This strategy specifies the data sources and analytical moves of narrative inquiry. Data sources are myriad—observations, field notes, journals, interview transcripts, letter writing, documents, picturing, metaphors, autobiography, biography, storytelling—and inquirers should be open about imaginative possibilities for composing field texts. Three analytical tools—broadening, burrowing, and storying and restorying (Connelly & Clandinin, 1990)—are used for "narratively cod(ing)" the field texts as they transition into research texts, channeling them toward texts that grow out of repeated asking of questions concerning meaning and significance.

Design Implications¶

Context¶

Requirements¶

• Researchers must transition field texts into research texts, moving from the telling of stories to the retelling and reliving of stories, that is, inquiry into stories

Constraints¶

• Research texts must transcend mere telling of stories to bring to light the educational implications of the narrative

Target Learners¶

• education researchers
• teachers conducting narrative inquiries

Target Learning Goals¶

• conducting narrative inquiry analysis of lived educational experience

Claims¶

• Narrative and storying genres in educational inquiry risk disempowering the very people they claim to empower [-W]

Related Strategies¶

• Move from life stories to life histories: collect stories of action within theories of context
• Restorying Computing Futures Through Electronic Quilting

Examples¶

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Key Sources¶

• Wei, L. (2023). Narrative Inquiry: A Research Method in the Education Field. World Journal of Education, 13(6). https://doi.org/10.5430/wje.v13n6p35