Understanding narrative inquiry
Understanding narrative inquiry
复制标题
理解叙事探究
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Brianne W. Morettini
中科院分区：
文献类型：
--
作者：
Brianne W. Morettini
金从教育研究者的角度来看待这本书。她在导言中把自己定位为读者旁边的学习者，并确立了她的目标，即把叙事探究作为一种严格的定性方法，“以理论、哲学、社会和实践考虑为坚实的基础”（第16页）。她将叙事探究置于开篇第一章定性研究的更广阔的图景中，在她的文本中发展与现存叙事工作的联系（例如，Bruner，2002; Clandinin，2007; Pinnegar & Daynes，2007）以及定性研究中更广泛的对话（例如，Denzin &林肯，2011）。这本书包括九章，最后一章是简短的结语。在每一章中，金充实了叙事研究的核心方面。例如，在第一章中，她提供了叙事研究的跨学科性，指出它在心理学，法律，医学和教育中的应用。在第二章中，她介绍了叙事研究的起源，其认识论根源在于批判理论、批判种族理论、女权主义理论、现象学、后结构主义、后现代主义和解构主义;以及杜威的经验理论。在第三章中，Kim将重点放在叙事研究设计上，探讨如何以互补的方式组织研究思路，以及如何在整个研究项目中进行叙事性思考。金在本章中还讨论了伦理判断和研究者与参与者之间的动态关系，她将其描述为“一种更加关系化的观点”，在这种观点中，“研究者开始质疑”权威“研究者的角色，并与研究参与者变得更加敏感和互动”（第98页）。在第四章中，Kim深入探讨了叙事探究的类型：自传体叙事探究、传记体叙事探究和基于艺术的叙事探究。金提供了一些必要的工具，以填补任何剩余的差距，在知识和理解的后半部分的书。例如，在第5章中，她提供了叙事数据收集方法和叙事访谈的具体技巧。在第六章中，她深入探讨了叙事数据的分析和解释，包括叙事意义和叙事平滑，以及叙事分析的既定模型（例如，Polkinghorne对叙事的分析，Mishler的原始类型学和Labov的模型）。在第七章中，金解释了叙事语尾的概念和功能，即特定研究的学术意义，作为叙事研究的一个特征。在第八章中，她探讨了叙事研究中的一些关键问题，如后院研究的诱惑，反身性的悖论，以及叙事调查者作为bricoleur的想法。然后，在第9章中，金通过查看已发表的叙事调查的摘录，为本书提供了协同作用。在第10章的结尾，她写了一封简短的鼓励读者的信，署名为“永远的初学者”，把她带回到她第一次介绍自己作为一个学习者和读者在一起的时候。金在没有过度使用学术术语的情况下，将叙事探究的理论和哲学基础分开，这使得学生和早期职业研究人员可以访问文本。她包括她自己的错误作为一个新手叙事调查，这鼓励更不情愿和焦虑的读者这篇文章考虑叙事调查作为一个潜在的方法。这本书实现了作者的目标，即在更大的定性研究领域中将叙事探究作为一种严格的方法论;对于叙事探究和范例的更具体的讨论可以在《叙事探究》杂志或为需要进一步发展方法论理解的读者提供的配套书籍中找到。更有经验的叙事探究者可以使用这本书作为参考，因为金对叙事探究的认识论和方法论起源进行了全面的讨论。我是带着一个教育研究者的透镜接近这本书的，所以我很欣赏金是如何讨论叙事探究在其他学科（如医学和法律）中的进步的。总的来说，这本书为学生和早期职业研究人员提供了一个可靠的文本，他们需要一种方法来进行叙事探究，并为更有经验的研究人员提供了一个可靠的文本，以保持当前正在进行的努力，将叙事探究作为一种严格的定性研究方法。
Kim approaches the book from the perspective of an educational researcher. She situates herself in the introduction as a learner alongside the reader and establishes her goal to present narrative inquiry as a rigorous qualitative methodology “with firm underpinnings of theoretical, philosophical, social, and practical considerations” (p. xvi). She situates narrative inquiry in the broader landscape of qualitative research in the opening chapter, developing throughout her text connections to extant work on narrative (e.g., Bruner, 2002; Clandinin, 2007; Pinnegar & Daynes, 2007) and to broader conversations in qualitative research (e.g., Denzin & Lincoln, 2011). The book comprises nine chapters, with a brief epilogue serving as the last chapter. In each chapter, Kim fleshes out core aspects of narrative inquiry. For example, in Chapter 1 she provides the interdisciplinarity of narrative inquiry, noting its use in psychology, law, medicine, and education. In Chapter 2, she presents the origins of narrative inquiry, with epistemological roots in critical theory, critical race theory, feminist theory, phenomenology, and poststructuralism, postmodernism, and deconstruction; and Dewey’s theory of experience. With a focus on narrative research design in Chapter 3, Kim examines how to organize research ideas in complementary ways and how to think narratively throughout the research project. Kim also discusses ethical judgment and the dynamics between researcher and participant in this chapter, which she describes as “a more relational view” in which “the researcher begins to question the role of the ‘authoritative’ researcher, and to become more responsive and interactive with the research participants” (p. 98). In Chapter 4, Kim dives deeper into narrative inquiry genres: autobiographical narrative inquiry, biographical narrative inquiry, and arts-based narrative inquiry. Kim provides some necessary tools to fill in any remaining gaps in knowledge and understanding in the second half of the book. In Chapter 5, for example, she offers narrative data collections methods and specific techniques for narrative interviewing. In Chapter 6, she probes closely at narrative data analysis and interpretation, including narrative meaning and narrative smoothing, as well as the established models of narrative analysis (e.g., Polkinghorne’s analysis of narratives, Mishler’s original typology, and Labov’s model). In Chapter 7, Kim explains the idea and function of narrative coda—the scholarly significance of a given study—as a feature of narrative inquiry. In Chapter 8, she explores some of the critical issues in narrative inquiry, such as the temptation of backyard research, the paradox of reflexivity, and the idea of narrative inquirer as bricoleur. Then, in Chapter 9, Kim provides synergy to the book by looking at excerpts from published narrative inquiries. She composes a brief letter of encouragement to readers as the epilogue in Chapter 10, signing the letter “a perpetual beginner,” bringing her back to when she first introduced herself as a learner alongside readers. Kim pulls apart the theoretical and philosophical underpinnings of narrative inquiry without the overuse of academic jargon, which makes the text accessible for students and early career researchers. She includes her own blunders as a novice narrative inquirer, which encourage the more reluctant and anxious readers of this text to consider narrative inquiry as a potential methodology. This book fulfills the author’s goal of situating narrative inquiry as a rigorous methodology within the larger qualitative research landscape; more specific discussions of narrative inquiry and exemplars can be found in the journal Narrative Inquiry or companion books for readers who require further development in methodology understandings. More experienced narrative inquirers could use this book as a reference, given Kim’s comprehensive discussion of the epistemological and methodological origins of narrative inquiry. I approached this book with the lens of an educational researcher, so I appreciated how Kim discussed the advances of narrative inquiry in other disciplines, such as medicine and law. Overall, this book provides a reliable text for students and early career researchers who need a way in to narrative inquiry and for more experienced researchers to remain current in ongoing efforts to develop narrative inquiry as a rigorous qualitative research methodology.