Nature, Nurture, and the Question of "How?": A Phenomenological Variant of Ecological Systems Theory.
Nature, Nurture, and the Question of "How?": A Phenomenological Variant of Ecological Systems Theory.
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自然、教养和“如何？”的问题：生态系统理论的现象学变体。
DOI：
10.1080/00220671.2019.1639449
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Vinay Harpalani
中科院分区：
文献类型：
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作者：
M. Spencer;Vinay Harpalani
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）。她将叙事研究置于开篇的定性研究的广阔图景中，贯穿于她与现存叙事研究的文本联系中（例如，Bruner，2002年; Clandinin，2007年; Pinnegar & Daynes，2007年）和更广泛的定性研究对话（例如，丹增和林肯，2011年）。这本书包括九章，简短的尾声作为最后一章。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的叙事分析，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。她写了一份简短的
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 (eg, Bruner, 2002; Clandinin, 2007; Pinnegar & Daynes, 2007) and to broader conversations in qualitative research (eg, 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 (eg, 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