In search of a theoretical basis for storytelling in education research: story as method
In search of a theoretical basis for storytelling in education research: story as method
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寻找教育研究中讲故事的理论基础：故事作为方法
DOI：
10.1080/1743727x.2011.552308
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发表时间：
2011
影响因子：
2
通讯作者：
K. Gallagher
中科院分区：
文献类型：
--
作者：
K. Gallagher
在这篇文章中，作者认为讲故事对教育研究至关重要。叙述方法的激增，虽然在教育质量研究的发展中具有重大意义和创新性，但并没有伴随着一个捕捉到这类工作内在的复杂性--伦理和方法论--的理论机构。尽管有一种假定的解放倾向，但人们可能会合理地辩称，教育研究中的讲故事经常产生反动和帝国主义的描述。转向汉娜·阿伦特和贝尔泰尔·布莱希特这两位极具讲故事能力的理论家的一些作品，作者思考了如何有效地引入他们的方法论思想。最后，作者在这些方法论创新者和经验性研究之间划出了一些界限，这些经验性研究最明显地受益于他们对讲故事艺术的更政治化和理论上的考虑。
In this article, the author argues that storytelling is centrally important to education research. The proliferation of narrative methodologies, albeit significant and innovative in the evolution of qualitative studies in education, has, nonetheless, not been accompanied by a theoretical body that has captured the complexities – ethical and methodological – inherent in such work. Despite a presumed emancipatory inclination, one might reasonably argue that storytelling in education research has frequently produced reactionary and imperialistic accounts. Turning to some of the works of Hannah Arendt and Bertold Brecht, two theorists of great storytelling capability, the author considers how their methodological thinking might be productively imported. Finally, the author draws some lines between these methodological innovators and the kind of empirical research that would most clearly profit from their more politicized and theoretically engaged considerations of the art of storytelling.