Using marrative inquiry as a research method an introduciton to using critical event narrative analysis in research on learning and teaching

leonard webster

patricie mertova

Using

NARRATIVE

INQUIRY

as a research method

NGUYEN

PC LIEU an introduction to using

critical event narrative

analysis in research on

learning and teaching

Using Narrative Inquiry as a

Research Method

How does the retelling of a critical event in life experience give insight to our understand￾ing o f the world around us?

Narrative is now a valuable research tool across a wide range o f disciplines (from

philosophy, education, theology and psychology to economics, medicine, biology and

environmental science). Narrative inquiry provides researchers with a rich framework

through which they can investigate the ways humans experience the world depicted

through their stories.

Using Narrative Inquiry as a Research Method is an up-to-date introduction to the

topic, demonstrating the value and utility o f employing a critical event approach to nar￾rative as a research tool in a wide range o f teaching and learning settings. This accessible

text:

describes the theoretical underpinning and gives background to the development of

narrative inquiry as a research method;

investigates how this method can effectively be applied as a means o f research in

a range o f contexts, including flexible, open and distance learning or workplace

learning;

demonstrates the value and utility of employing narrative as a research tool in a

range of teaching and learning settings;

includes chapters on background, methodology and case studies to illustrate

application o f narrative inquiry as a research method.

The authors give background and provide guidance to researchers and practitioners in

a range o f fields on how to use a narrative inquiry approach, making this book an invalu￾able resource for academics, researchers and educational developers in a wide range of

higher education disciplines as well as for teachers o f research methods.

L eonard W ebster is Director, Educational Development and Flexible Learning Unit at

Monash University, where Patricie M ertova is a Research Fellow.

w if

___________________Li

Using Narrative Inquiry as a

Research Method

An introduction to using critical

event narrative analysis in

research on learning and teaching

Leonard Webster and

Patricie Mertova

R

Routledge

Taylor & Francis Croup

LONDON AND NEW YORK

First published 2007

by Routledge

2 Park Square, M ilton Park, Abingdon, O xon 0 X 1 4 4RN

Simultaneously published in the USA and Canada

by Routledge

270 Madison Ave, N ew York, N Y 10 0 16

Routledge is an imprint o f the Taylor & Francis Group, an informa business

© 2007 Leonard W ebster and Patricie M ertova

Typeset in Times N ew Roman by Prepress Projects Ltd, Perth, UK

Printed and bound in G reat Britain by TJ International, Padstow,

C ornw all

A ll rights reserved. N o part o f this book may be reprinted o r reproduced

o r utilised in any form o r by any electronic, mechanical, o r oth e r means,

now known o r hereafter invented, including photocopying and recording,

o r in any inform ation storage o r retrieval system, w ith o u t permission in

w ritin g from the publishers.

British Library Cataloguing in Publication Data

A catalogue record fo r this book is available from the British Library

Library o f Congress Cataloging in Publication Data i I V

W ebster, Leonard, 1953-

Using narrative inquiry as a research m ethod :an introduction to using

critical event narrative analysis in research on learning and teaching /

Leonard W ebster and Patricie Mertova.

p. cm.

Includes bibliographical references and index.

ISBN-13 :9 78-0-415-37905-2 (hardback)

ISBN-10 :0 -4 15-37905-9 (hardback)

ISBN-13 :9 78-0-415-37906-9 (pbk.)

ISBN -10:0-415-37906-7 (pbk.)

I. Narrative inquiry (Research m ethod) I. M ertova, Patricie, 1975—

II.Tide.

H 6I.295.W 43 2007

300.72'3-dc22

2006102750

ISBN 10:0-415-37905-9 (hbk)

ISBN 10:0-415-37906-7 (pbk)

ISBN 10 :0-203-94626-X (ebk)

ISBN 13:978-0-415-37905-2 (hbk)

ISBN 13:978-0-415-37906-9 (pbk)

ISBN 13:978-0-203-94626-8 (ebk)

Contents

List o f illustrations vii

Preface ix

Acknowledgements xi

1 Introduction I

2 Narrative in research 13

3 Philosophies and theories underpinning narrative 25

4 Examples o f stories in narrative inquiry 37

5 A critical events approach to narrative 71

6 Rethinking validity and reliability 89

7 A framework for narrative research 103

Bibliography 119

Index 127

Illustrations

Tables

5 .1 Definition of terms critica l, like and o th er 79

7.1 A hypothetical research project outline - processes: tools 111

7.2 A hypothetical research project outline - processes: criteria 112

7.3 A hypothetical research project outline - processes: structure 112

7.4 A hypothetical research project outline - negotiations 113

7.5 A hypothetical research project outline - risks 113

7.6 A hypothetical research project outline - results 114

7.7 Qualities of different research methods 115

Figures

6.1 Time-related components of structure 95

7 I Fram ew ork for n arra tiv e inquiry research m ethodology 105

7.2 Outline of narrative inquiry processes 106

7.3 Outline of narrative inquiry negotiation 108

7.4 Outline of narrative inquiry risks 108

7.5 Outline of narrative inquiry results 109

Preface

We have attempted to outline one research approach using stories of human

experience in teaching and learning research. Our own experience of this

approach is one of fascination and inquiry, offering manageable and holistic

views of human complexity that seemed to have escaped the burrowing and

narrowing nature of other research traditions.

However, we found our journey using stories of experience to be often

delayed and confused by the dispersed nature of the literature. Further, it

was not always seen as a method of inquiry but often as a means of data

collection within a research method through generalised referral to narra￾tives, sometimes almost giving narratives credibility through usage per se.

Researching literature on narrative/narrative inquiry, we have come across

many important and noteworthy arguments about why narrative is valuable

as a research method; however we have not found a single source that would

comprehensively explain how researchers should use narrative as a research

method. Therefore, we have attempted to provide some explanation of how

we have used narrative/stories of experience as a research method but also,

for instance, as a method of course evaluation in our own teaching.

It is hoped that this book will assist those who might be considering using

narrative/stories of experience in their research. By its very nature, the use of

stories in research means that the researcher has a desire to probe the human￾centred nature of learning and the associated issues of complexity in a way

that is holistic and transcends traditional discipline divides. Given this, we

have outlined not only some of the philosophies and underpinnings but also

our experience in using a critical events approach to ‘see a way through' the

expansive amounts o f data that can be collected. It requires the researcher

to be brave enough to let the critical events arise out of the data, and resists

the preliminary design of outcomes so firmly entrenched in other research

traditions.

Therefore, this book is purposefully written as a starting point for the new

researcher and experienced researcher alike. It offers one view of narrative

to those undertaking research methods courses. We believe that narrative

x Preface

inquiry is ideally suited to address issues of complexity and human-centred￾ness, which are critical issues facing all researchers and educational devel￾opers in a broad range of disciplines. The book is intended to demonstrate

the value and utility of employing narrative as a research tool in a wide

range of teaching and learning settings and, therefore, includes chapters on

background, methodology and case studies to illustrate the application of

narrative inquiry as a research method in a range of disciplines.

Along the way there have been a number of people whose support made

this book possible, from those involved in postgraduate research supervision

through to colleagues within Monash University and elsewhere in the world.

We hope that others will find the journey as rewarding as we have.

Leonard Webster and Patricie Mertova

November 2006

Acknowledgements

We would like to thank Mr Bill Potter, who provided us with invaluable edi￾torial advice and help. Our thanks are also expressed to Associate Professor

Sue McNamara for an interview she provided us concerning her experiences

with narrative inquiry utilised in higher education research and her story of

professional experience as an educational developer. Our gratitude is ac￾knowledged to Dr Les Henson for his reflection on the use of narrative in his

missionary work, and subsequently in his postgraduate research projects.

Further, we are grateful to Associate Professor Jan Holzer for his ‘critical

event’ story, which has provided an insight into the developments in the

Czech higher education system after 1989.

Finally, we acknowledge the ongoing support and encouragement of our

families (Leonard’s wife and children, Jillian, Linda, Stephen and James

Webster, and Patricie’s husband, Tim Horberry) in all that we undertake.

I e o n a rd W eb ster and

Patricie Mertova

Chapter I

Introduction

W hy narrative?

Over the last more than two decades narrative has gained momentum in

two ways - generally, as a term occurring in educational research literature,

and, more specifically and recently, as a nascent research methodology in its

own right with a potential for use across a wide range of disciplines (from

philosophy, education, theology and psychology to economics, medicine, bi￾ology and environmental science). Narrative inquiry is set in human stories

of experience. It provides researchers with a rich framework through which

they can investigate the ways humans experience the world depicted through

their stories. To paraphrase the French philosopher and existentialist Jean￾Paul Sartre from his book Words (1964):

People are always tellers o f tales.

They live surrounded by their stories and

The stories of others; they see everything

I hat happens to them through those stones

And they try to live their lives as

If they were recounting them.

Narrative is well suited to addressing the complexities and subtleties of

human experience in teaching and learning. This chapter proposes that the

narrative inquiry research approach, with its ability to focus on critical life

events while, at the same time, exploring holistic views, holds valuable po￾tential for researchers in a broad range of learning areas.

N arrative and human experience

Narrative has depicted experience and endeavours of humans from ancient

times. Narrative records human experience through the construction and re￾construction o f personal stories; it is well suited to addressing issues of com￾plexity and cultural and human centredness because of its capacity to record

and retell those events that have been of most influence on us. Such issues

play a significant role in many areas of human activity.