Methodology - Narrative Inquiry Research Paper by Nicky

Methodology - Narrative Inquiry
A look at narrative inquiry in educational research.
# 149104 | 2,593 words | 10 sources | APA | 2011 | US
Published on Nov 25, 2011 in Education (Theory) , Research Designs (General)

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This paper examines how narrative inquiry, or the analysis of various aspects of a story, is used is in a number of academic fields. The paper focuses on the use of narrative inquiry primarily in educational research. The paper is essentially a literature review, citing the works of various scholars and their opinions and application of this approach. Each researcher selected offers an analysis on an element of narrative inquiry. These viewpoints are presented in a chart format as well as in the text. The paper concludes by stating that the narrative form of research is a methodology that examines experiential data produced through the narrative and reporting of participants. Additionally, it is a method that is considered most appropriate in attempting to understand phenomenon on a social level in the research study initiative.


Overview of Narrative Inquiry
History of Narrative Inquiry
Narrative Inquiry as a Research Method
Dewey on Narrative Inquiry
Reflection and Deliberation
Process of Narrative Inquiry
Writing the Narrative Inquiry Report

From the Paper:

"Clandinin and Connelly state that they further have noticed "that when experience moves in from the contextual shadows and becomes more central to theorizing and to altering practice, it often comes under a kind of suspicious criticism. From the point of view of inquiry, it may bee seen as a term that violates many researchers' notions of academic appropriateness." (Clandinin and Connelly, 2000, p.4) Clandinin and Connelly state that one "ideological objection is essentially sociological and critical in origin and roughly speaking comes from the view that social organization and structure rather than people and experience are the appropriate starting points for educational inquiry." (Clandinin and Connelly, 2000, p.4) Also argued is that "experience is too comprehensive, too wholistic and therefore an insufficiently analytic term to permit useful inquiry." (Clandinin and Connelly, p.4)
"Clandinin and Connelly address the issue of 'Time' and states that time "like experience and the ether of yesteryear, is everywhere about us, yet for the most part remains invisible to an inquiring mind." (p.7) The reason that this form of educational inquiry failed is attributed by Clandinin and Connelly to be due to the "reductionism imposed by the technical rational logic of the time-on-task literature." (p.7) Clandinin and Connelly state that the relationship of past and future "may be more or less passive or..."

Sample of Sources Used:

  • Riley, T. and Hawe, P. (2005) Researching Practice: The Methodological Case for Narrative Inquiry. Health Education Research Vol. 20 no.2 Oxford University Press.
  • Webster, L. and Mertova, P. (2007) Using narrative inquiry as a research method: an introduction to using critical event narrative analysis in research on learning and teaching. Routledge, 2007
  • Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. In K. deMarrais & S. D. Lapan (Eds.), Foundations for research (pp. 103-121). Mahwah, NJ: Lawrence Erlbaum Associates
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
  • Creswell, J. W. (1998). Qualitative research and design: Choosing among five traditions. Thousand Oaks, CA: Sage.

Cite this Research Paper:

APA Format

Methodology - Narrative Inquiry (2011, November 25) Retrieved February 07, 2023, from

MLA Format

"Methodology - Narrative Inquiry" 25 November 2011. Web. 07 February. 2023. <>