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Narrative Inquiry: Experience and Story in Qualitative Research

Narrative Inquiry: Experience and Story in Qualitative Research (Paperback)

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Synopsis

'The literature on narrative inquiry has been, until now, widely scattered and theoretically incomplete. Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods' - Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University.Understanding experience as lived and told stories - also known as narrative inquiry - has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results.

Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, "Narrative Inquiry" is a practical resource from experts who have long pioneered the use of narrative in qualitative research.

EducationEducation TheoryPhilosophy & theory of educationPhilosophy, Psychology & Social SciencesSociologySocial research & statistics Publisher: John Wiley & Sons Inc Publication Date: 04/08/2004 ISBN-13: 9780787972769  Details: Type: Paperback Format: Books
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D. Jean Clandinin is professor and director of the Centre for Research for Teacher Education and Development at the University of Alberta. F. Michael Connelly is professor and director of the Centre for Teacher Development, Ontario Institute for Studies in Education, University of Toronto.

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