Narrative Enquiry Research Papers - Academia.edu (original) (raw)

It may be said that families dispersed for social or political reasons to different parts of the globe were like satellites or capsules of culture, who then became the main custodians of a cultural preservation, where time more or less stood still. Like other recently arrived migrants following WWII, settlers from regional Calabria immersed themselves in the familiar and clung to the traditions and customs of their homeland. The importance of maintaining cultural attributes was due to the belief that the same thing was happening back in their place of origin. Through the modes of narrative enquiry and autoethnography, my multidisciplinary arts practice-based research investigates, interprets and translates the experiences of Calabrian settlers to Victoria’s North West, in a contemporary visual art and sociological context. Notions of belief and religious practices, gender roles and stereotypes, family relationships, nostalgia, and cultural loss and preservation are also explored in my work. Tracciando fili del passato [Tracing threads of the past], is an ongoing series of live art performances, installations and video explorations, which incorporate the transformation of self into an imagined version of my Calabrian grandmothers. During these enactments, I make artefacts utilising traditional women’s modes of making – sewing, embroidery and crochet. These activities are chosen in order to highlight the significance of women’s handmade craft work, which were once an important aspect of family relationships, passed from mother to daughter. The work is a manifestation of their hopes and dreams and strives to honour the women migrants whose voices were not always heard on account of dominant gender roles within the Calabrian diaspora of 1950s, 60s and 70s Australia.

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers’ (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher’s interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers’ meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological approach, and th...

- by Nashid Nigar
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- Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology

Teachers and educators are responsible in promoting effective teaching and learning to ensure intellectual development of the students. For that reason, being able to communicate well is essential for the students' academic and employability purpose. Hence, it is important for every learner to be equipped with good speaking skill. However, it is common for ESL speakers to experience speaking anxiety which hinders them to communicate well. This study, therefore, explores speaking anxiety that occurs during oral presentation through kinesics. Kinesics provides meaningful information to the listener/audience, in which messages are conveyed through the speakers' gesture, body movement and facial expression. It was found that speaking anxiety was shown by the speaker through kinesics during an oral presentation. Videos of speakers' presentation were recorded and narrated to obtain the findings. Results of this study provide useful implication towards ESL teaching and learning.

- by Dr Mahmoud M S Abdallah
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- Ethics, Informal Learning, Research Methodology, Qualitative methodology

The article suggests that though narrative enquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognised standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar study employing narrative enquiry as a main research methodology that included the techniques of conversation and story. Through a qualitative critical analysis of the study, the article focuses on improving narrative enquiry as a qualitative research method which is used when deeper understanding of a phenomenon in its natural setting is the target. Russ' (1999) study titled, "Professional conversations: New teachers explore teaching through conversation, story, and narrative" delves deeper into the teaching profession as practiced in reality by focussing on undergraduate students and recent graduates of an urban teacher education program who came together regularly to talk about becoming reflective and effective teachers. The researcher employed a qualitative data analysis of the conversations which resulted in a rich picture of the complex learning at the heart of teaching. The study draws attention to factors in teacher education and schools that support and hinder new teachers work in urban schools, and contradicts established developmental models of expertise. Additionally, the study highlights the potential of conversation and story telling to sustain teacher learning and inquiry and to meet local needs for teacher learning, teacher research, and teacher-directed professional development.
Specifically, the article explores how the study can be qualitatively and methodologically improved as far as narrative enquiry as a research methodology is concerned. It starts with an exploration of the epistemology and context of the study, and the type of research questions posed in an attempt to provide more robust research questions. Then, it addresses issues of research design and data collection methods suggesting some alternative procedures that could have improved the narrative enquiry as used by the researcher, especially in terms of reliability. Also, data analysis was critically discussed and an alternative (i.e. a table for organising recurring themes) was suggested to overcome some weaknesses of data analysis based on narrative enquiry. Finally, some ethical considerations were tackled to draw attention to some faults that researchers may unconsciously commit.

Con la finalidad de impulsar la inclusión y la retención escolar se implementó en distintos establecimientos educativos locales en el año 2010, un proyecto de apoyo escolar educativo presentado ante la Secretaría de Políticas Universitaria, dependiente del Ministerio de Educación de la Nación. Finalizado este proyecto, en el año 2011 surgió la inquietud de un grupo de docentes de una escuela local continuar con clases de apoyo, porque existen las siguientes problemáticas: heterogeneidad del nivel de conocimientos del alumnado y carencias de conocimientos previos, materias pendientes y ausencia/deserción en las mesas examinadoras, dificultades en el aprendizaje y en el rendimiento escolar, alto índice de repitencia y deserción escolar
En el año 2012, persiste la necesidad de continuar con el proyecto comenzado en el año lectivo anterior, con aquellos alumnos que presentan dificultades en el aprendizaje, profundizándose esa propuesta organizando clases para alumnos que poseen materias pendientes.
Así, el objetivo de esta institución es brindar a aquellos alumnos que presentan cierta vulnerabilidad académica, las herramientas necesarias para que accedan al conocimiento y sean protagonistas directos de su aprendizaje.
Palabras claves
VULNERABILIDAD – INCLUSIÓN – RETENCIÓN ESCOLAR - CONOCIMIENTO

- by Patricia Muñiz
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- Education, Teacher Education, Higher Education, Educational Research

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers' (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher's interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers' meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological appr...

- by Nashid Nigar
- •
- Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology