Narrative Methods

The Second Annual Transpersonal Research Colloquium (TRC) was held in Northampton, UK on September 15-16, 2016. This document is the final program with presenters abstracts, bios, and contact information. For further information, see www.transpersonalresearchnetwork.com.

Das Working Paper nimmt den Zusammenhang von Vergleichen und Erzählen aus einer systematischen und historischen Perspektive in den Blick. Es befasst sich zum einen mit der Frage, wie und vor dem Hintergrund welcher theoretischer Annahmen Konvergenzen, Verflechtungen und Wechselbeziehungen zwischen Vergleichspraktiken und Erzählformen postuliert werden können. Beide Praktiken – so die zentrale These – lassen sich als Kulturtechniken begreifen, die zur Formierung übergreifender Netzwerke in Beziehung gesetzt werden können, welche nicht allein durch sprachoder bildgebundene Repräsentationsprozesse gekennzeichnet sind, sondern diese in umfassendere Dynamiken zeichenhafter Darstellungsformen, sozialer Akteure und materieller Artefakte einbinden. Die systematische Perspektive schließt auch die Frage nach der Verknüpfung von Kulturtechnikforschung und Praxistheorie mit ein. Zum anderen skizziert das Papier vier exemplarische historische Konstellationen, die die moderne Wissenschaftsgeschic...

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers' (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher's interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers' meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological approach, and the methods.

The present study scrutinizes the outlawry and outlaws that appear in the Icelandic Family Sagas. It provides a thorough description about outlawry on the basis of extant law and saga texts as well as an analysis of referential connotations attached to it. The concept of outlawry was fundamental for the medieval Icelanders conceptions of their past. Indeed, understanding outlawry is essential for understanding many of the Family Sagas. Outlaws appear in saga texts in significant roles.

The Icelandic Family Sagas comprise a group of prose narratives that were written down in the 13th and 14th century Iceland. They are based on events and personae that belong to the 10th century Iceland. These narratives introduce many outlaws, out of which some 75 are named.

The Family Sagas are studied here as one corpus and special emphasis is given to those narrative features that repetitively appear in connection with outlawry and the outlaw characters. Therefore, the eventual objects of this study are the medieval Icelanders general conceptions of the historical outlawry as well as the variations of these conceptions throughout the period of saga writing. The medieval Icelanders general conceptions about the 10th 11th century, which are reflected in the Family Sagas, are here referred to as the Saga World. The Saga World is the historically based taleworld to which all of the Family Sagas refer.

The medieval law texts, which were derived from centuries old legislative traditions, reveal that outlawry meant banishing from the society and being denied all help, and that the outlawed person lost the protection of the law. In practice, outlawry was a death sentence.

However, outlaws occupy many differing roles in the saga narratives even in connection with recurrent narrative motifs. These roles reflect the social and spatial structures of the Saga World. The inspection of outlawry within these structures reveals that the definition of outlawry as it appears in the law texts is insufficient for understanding outlawry in the saga texts.

The social and spatial structures also provide a basis for the connotations of outlawry. In this study, these connotations are inspected primarily from the referential connections between outlawry in the Family Sagas and corresponding phenomena in other concurrent literature. This is done by studying the implementations of the basic elements of outlawry in the Family Sagas marginalization, banishing, rejection and solitariness within other literary genres and the taleworlds to which they refer. It is argued that these taleworlds reflect the same ideas that were associated with outlawry in the Family Sagas albeit in different forms and that these different forms reciprocally contributed to the conceptions of outlawry.

The variety of denotations and connotations of outlawry that is visible in the medieval Icelandic texts reflects the ambiguity of outlawry in the Family Sagas. This ambiguity may shed light to questions such as why an outlaw could be perceived as a hero in a literary genre that predominantly promoted law and order and why the same outlaw could be perceived as a villain on another occasion.

Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction provisoire face à un récit inachevé. Bien qu’une mode esthétique et théorique ait tenté de nous convaincre que ce plaisir était honteux, on peut néanmoins avoir l’intuition que le cœur vivant de la narrativité réside précisément dans ce nœud coulant, toujours plus serré à mesure que nous progressons dans l’histoire, qui nous attache à l’intrigue et creuse la temporalité par l’attente impatiente d’un dénouement. Si le récit a quelque chose à voir avec la manière dont nous éprouvons le temps, cette expérience n’apparaît jamais avec autant d’éclat que dans le suspense, la curiosité ou la surprise qui font la force des intrigues fictionnelles. La compréhension des fonctions narratives engage donc non seulement l’analyse littéraire, linguistique et sémiotique, mais aussi l’analyse cognitive et la psychologie des émotions.

Bringing together interdisciplinary leaders in methodology and arts-based research (ABR), this comprehensive handbook explores the synergies between artistic and research practices and addresses issues in designing, implementing, evaluating, and publishing ABR studies. Coverage includes the full range of ABR genres, including those based in literature (such as narrative and poetic inquiry); performance (music, dance, playbuilding); visual arts (drawing and painting, collage, installation art, comics); and audiovisual and multimethod approaches. Each genre is described in detail and brought to life with robust research examples. Team approaches, ethics, and public scholarship are discussed, as are innovative ways that ABR is used within creative arts therapies, psychology, education, sociology, health sciences, business, and other disciplines.

The pending narrative is an important macrostructure of persuasive speech. With it, the speaker not only describes the world and its social phenomena, but also lays a foundation for transforming the world to conform with the objective imposed in the narrative. The rhetorical force of the pending narrative comes from its sudden interruption: as soon as the motivation for an action has been created and as soon as identities have been established for the actors involved in the action, the story is interrupted, brought to a halt. This article outlines the basic mechanisms of the pending narrative and illustrates them using one alcohol policy editorial and two introductory chapters from scientific texts: Erik Allartd's The Structure of Society and Social Pressure and C. Wright Mills' The Sociological Imagination.

This article stems from a story of arts education advocacy in the midst of a bureaucracy that misunderstood the purpose of art education at the launch of a new elementary school. Contemporary visual arts education practices overlap a unique period of change in neighboring social science disciplines, a turn of the tide that involves the embrace of narrative methods to rewrite prevailing working models and paradigms of social science practice. Here at the start of the 21st century, art education continues to be practiced in the thrall of a scientific paradigm that misunderstands the greater potential of the arts in education, often imposing a ceiling ill-fitted for arts praxis, arts-based research, or arts pedagogy. The author argues that art education is also at a turn of the tide and surmises some of the unexpected outcomes when new and ex-centric stories of learning and a “pedagogy of possibility” are more thoroughly explored, allowing practitioners to fully rethink an art education practice without taxonomic ceilings and within the shelter of the unexplored labyrinth.

The Spanish conquistadores' capture of the Inka emperor, Atawallpa, and massacre of many of his people in Cajamarca on November 16, 1532, was a tremendously consequential event. How does our view of such an event change, however, when viewed at a distance and from different places? Relying on Indigenous testimony, this article threads together the stories and actions of provincial folk, Andean lords, female intermediaries, fugitive Inka royalty, runner-messengers, porters, and slaves maneuvering beyond Caja-marca during this chaotic and confusing time. Reconstructing and mapping their activity demonstrates how Andean diplomacy, mobility, politics, and history made the conquistadores' survival in Cajamarca-and subsequent advance to Cuzco-possible. It also presents glimpses into how and why Andeans made the decisions they did and serves as a useful reminder that, to these actors in 1532 and 1533, nothing was inevitable. Cajamarca, November 1532 T he Sapa Inka, or peerless ruler, set out from the royal baths of Qonoq for Cajamarca on November 16, 1532. Atawallpa, the leader of the largest Indigenous empire in the Americas, traveled with such a large entourage that, when he arrived at the plaza of Cajamarca, some members of his procession had not yet left Qonoq, six kilometers behind. As the procession entered the plaza (see figure 1), Francisco Pizarro and some 167 compatriots waited in hiding in adjacent buildings. Friar Vicente de Valverde emerged from one of the buildings and approached the emperor. Eyewitness accounts differ about what happened next. The picture presented by the scribe Francisco de Xerez and other Spanish witnesses is one of a devastating yet carefully orchestrated attack.

The Australian Community Psychologist Volume 29 No 1 June 2018 © The Australian Psychological Society Ltd Bhutan is a tiny Himalayan Buddhist kingdom that has faced challenges in societal changes to youth wellbeing. Twenty-five percent of its 708,000 inhabitants are school children (National Statistics Bureau, 2011). Bhutan transitioned from a feudal and monastic education structure to a modern capitalist economy and mass education system where English became the medium of instruction for primary, secondary and tertiary education (Ministry of Education, 2013). Since Western modernisation, there have been concerns of its greater influence of social and economic development on Bhutanese culture, traditional values and belief systems. Youth now have a lifestyle based on consumerism and Western modern values (Mathou, 2000). A rise in self-harm, suicide, drug abuse, theft and crime rates has been linked to a shift of values, attitudes and expectations that potentially isolate and create ...

Through the nightclub sequence, we analyze how, during ten minutes, the building of suspense is made, which never falls and does not lose its intensity at any time, particularly thanks to a very specific type of editing. Also, this suspense is a tool to convey a discourse on society as well as on technology, through the example of the Terminator.

The article analyzes the issue of educational practices focusing on narration and autobiography. The theoretical and methodological framework used is that of intercultural education and action research in education. In this perspective, the authors present some approaches to narrative and autobiographical educational interventions and, finally, are presented the data related to a research on immigrant children in Italy

The apartheid era in South Africa was defined by various theatres of violence and conflict, both within the country and in neighbouring states. The generation of young South Africans who lived through this time faced complex decisions about their level of involvement in this violence. Choosing to join non-statutory forces involved in the struggle for freedom meant going into exile, while joining internal resistance movements meant being branded a terrorist and potentially being subjected to detention without trial. For young white men, there were choices to be made about the compulsory conscription of all school-leavers into the apartheid military. Conscientious objection was not an option until the final few years the system was in place; resistance meant imprisonment for up to six years or exile.

This article explores some French Canadian (Québec) students’ historical consciousness of the nation through the lens of Social Identity Theory (SIT). Informed by SIT principles, our narrative analysis shows how most Franco-Québécois categorize the past in homogenous categories (e.g., the imperialist Anglophone; the surviving Francophone) and frame their stories into particular modes of present-day orientations. Implications of this study for history education are also discussed.

This study employs narrative in order to examine circumstances wherein identity constructs and self-image are reconstituted in the face of oppressive circumstances. The authors of this article, both art educa-tors/academics, explore the role of narrative processes at the intersection of an " art education of place " purposed to reinterpret extant lifeworlds and mediate premature identity foreclosures. Narrative methods open portals for the authors to express both the challenges and the merit of reconciling our identities as African American males and professional educators who navigate predominantly White institutions. In this article, we juxtapose two selected life episodes narrated in order to examine the spaces between iterations of our lifeworlds; our situational, relational, and oppositional responses to various oppressive conditions; and our navigation of the stigmas and stressors inherent therein. These stories and their analysis are presented as an exemplar of the mediation of contemporary identity and the potential of such mediations as a transgressive form of pedagogy and a significant redress to persistent popular culture mythologies about race and class.

Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.

"By inviting educators from diverse backgrounds to participate in creative conversations I had hoped to reflect on experiences that had helped construct our theories of environmental education, and inform practice. I sought consistency across the espoused ethics of co-participants, namely critical perspectives grounded in environmental justice. However, this quest was interrupted by a growing awareness of the interference of power dynamics between myself and the other participants, and of my own commitment to respect the stories being told. This narrative describes my “dance” of meaning making.
The community dance examining privilege, identity and meaning is a study of how I may be contributing to the same oppressive situations I passionately strive to work against. Concepts of knowledge, power, and identity ebbed and flowed within stories drawn from the mountains of Tanzania to the hills of Colombia, and from the frozen shores of Kirkland Lake to the trout filled streams of Karman, Iran. Making meaning is itself an act of power and privilege, so I danced to make room for multiple understandings of these stories, of environmental education, and of research. This work offers an experience of disruption that raises questions and broadens the inclusion of people, ideas and other life into “accepted” research and pedagogical practices.
Conventions embedded within research and education were disrupted throughout this reflexive process. As the author of this text, I was uncomfortable with the role of being the dominant voice, and consciously chose not to impose my interpretation on the stories shared by co-participants. The struggle to resist the very privilege in which my own education practice and this research process are so deeply steeped revealed normative forces that often threaten to undermine attempts by educators and researchers to act according to critical theories and environmental justice ethics. To accept the invitation to dance with the text is to step into the rhythmic intricacies of a collaborative process of reflexion. Circling hand-in-hand and giving weight to fellow dancers’ movements shifts individuals from being carriers of truths to being community members sharing in the collaborative process of dancing the world into existence."

This book starts from the empirical analysis of five drama series: /The West Wing/, NBC: 1999-2006;/ Lost/, ABC: 2004-2010; /Desperate Housewives/, ABC: 2004-/; House, M.D., /Fox: 2004- and /CSI: Crime Scene Investigation/, CBS: 2000-.

The first season of each series were analysed with respect to the production context (the programme’s audiences, social repercussion, awards, strategies of interactivity and the characteristics inherent in US industrial television production) as well as to generic features, invariant motives and the use of thematic and mythical recurrences. Each of the series analysed pertains to an important genre of drama (politics, adventures, soap-opera, medical and police), within the television production of the /era of drama/, as defined by Longworth (2000-2002).

Series are being described in relation to its genre, and thematic recurrence presence is also analysed. Intertextuality, generic hybridization, autoreferenciality and the several TV eras (paleoTV, neoTV and metaTV) are also studied in this book.

Drawing on experience of community-based health research with a First Nation population, I present a case for the
incorporation of an ethics grounded in narrative, particularly within Indigenous community-based research (CBR). Viewing
conventional bioethics’ emphasis on individual autonomy as increasingly insufficient in grappling with the complexities
of research with Indigenous communities, with their often historically, socially, and culturally specific notions of kinship,
intersubjectivity, and relationality, I suggest that an ethics of narrative has the potential to respond to a conventional
bioethics of autonomy in ways that would be more commensurable with the ethical and lived experiences of Indigenous
persons. Drawing on poststructuralist and Indigenous thought, I ultimately argue for the narrative competency to engage
with and respond to the stories of sickness and health that may arise from cultural contexts other than those sedimented
within Western Euro-American frameworks. Key to this endeavor is attention to and understanding of conceptions of self
and community formation as multiple and diverse, marked by porosity and even the potential for ethical failure.

This article discusses how language use affects reasoning and learning in educational settings. Interactions among (1) pupils in upper secondary school, (2) teachers in upper secondary school, and (3) student teachers studying to become secondary teachers were analysed. While previous studies have examined language use among pupils, teachers, and student teachers, respectively, little research has combined these perspectives. As such, this study provides additional insight into the educational discourse. Drawing on sociocultural, dialogical perspectives on learning, the authors of this article found that the inclusion of specialized language promotes learning and enhances professional awareness. These findings hold implications for teacher education and teacher professional development.

The concept of migration can be defined as physical space changing. Immigration defines the migration act as well as the difficulties encountered in adapting to new worlds. Their children, named as secondgeneration, adapted more easily than their parents to the new country. These people, described as "hybrid," benefited from the advantages of hybridization, but, at the same time, they experienced the complexity of identity and culture. One of these people is Fatih Akın, who is a child of a family that immigrated to Germany to work. Akın has used his versatility sourced from his immigrant identity and addressed the phenomenon of migration from different perspectives. Akın, who is in an important position in cinema concept described as "cinema of migration," has been awarded many awards in international film festivals. In this study, the concept of migration and immigrants in the Fatih Akın cinema was examined. In the study, firstly concepts such as migration, immigration, migrant cinema were discussed; then the findings were interpreted and finally discussed in the conclusion section.

In this article, the authors discuss friendship as a method of qualitative inquiry. After defining friendship and positing it as a kind of fieldwork, the methodological foundations of friendship as method are established (Tillmann-Healy, 2003). The purpose of this narrative woven autoethnographic study is to examine the role of friendship in describing disabling physical and attitudinal access barriers in a university setting. Friendship represents a critical analytic lens through which disabled/nondisabled individuals alike may examine their positions, understandings, regimes of practices, and particular knowledges. Friends —Mark and Dan — discuss their experiences of disablement and reflections on dis/ability. The authors draw from their experiences of friendship and disability in higher education and their allied identities to discuss and examine questions of access, disclosure, and inclusion.

This article examines how women present a moral self in relation to public norms that constitute`good' motherhood.Thefocus of this article is on two types of written life story: first, those written by mothers who express a past or current wish to divorce and, second, those written by lone mothers.The life stories offer insights into how individuals account for their actions in situations where they face the moral dilemma of clashing ethical norms — care for self and care for children — and how individuals with a `spoiled identity' manage a moral presentation of self. The article concludes by critically examining the consequences of using written life stories rather than face-to-face interviews as data in a study of the moral tales that individuals tell.

By Robert Cancel -- It is surprisingly difficult to tell a good story about storytelling. It is harder still to make the storytellers themselves come alive, helping their in situ oral performances flourish in text on a printed page. Robert Cancel achieves both of these goals, and more still. Storytelling in Northern Zambia is a masterful book in which Cancel grapples with collection, representation and fieldwork ethics, and a work that showcases the agency of his interlocutors (from the Foreword).

A complexity-friendly, SenseMaker-based approach to understanding how to build sustainable livelihoods and communities in conditions of high uncertainty and change. The tool also detected underlying attitudinal change among participants in UNDP Yemen programmes.

This user-friendly book provides a step-by-step guide to using the five major approaches to research design: quantitative, qualitative, mixed methods, arts-based, and communitybased participatory research. Chapters on each approach follow a unique format—they present a template for a research proposal and explain in detail how to conceptualize and fill in every section. Terminology commonly used within each approach is identified, and key moments of ethical decision making are flagged. Interdisciplinary research examples draw on current events and social justice topics. Unique coverage includes hot topics: replication studies and data sharing, tailoring proposals to different audiences, and more. The book also includes a general introduction to social research; an in-depth, practical discussion of ethics; and a chapter on how to begin a research study, from planning a topic to developing a research question via a literature review.

Includes Pedagogical Features 

Mixed: Multiracial College Students Tell Their
Life Stories presents multiracial student essays
focusing on growing up and living as a
mixed-race individual in a society founded
on monoracial understandings of race. The
purpose of the book is “to capture the phenomenology
of being mixed-race in a compelling
way, and in so doing to inspire, engage, and
move our readers” (p. xi). The edited book
contains 12 narratives written by self-identified
multiracial students: six men and six women,
either current students or recent graduates of
Dartmouth College.

Abstract Over the past forty years or so, the evolutionary human sciences have gradually developed a good working model of human nature. That model includes basic emotions and basic motives such as survival, mating, parenting, favoring kin, and acting as members of a social group. Cognitive and social adaptations include the capacity for envisioning the perspectives of other people. Meaning in fiction can be located in the interplay of perspectives among authors, characters, and readers.

Dr. Carolyn Ellis is a sociologist and communications scholar whose major contribution to anthropology is her originating development of, and research in, autoethnography. Ellis describes autoethnography as “a reflexive approach to research, writing, and storytelling that connects the autobiographical and personal to the cultural, social, and political”. She applies an ethnographic, literary, and evocative writing approach to research articles, short stories, and documentaries to present and understand lived experience in a cultural context.  Her research centers on how individuals negotiate their identities, emotions, and meaning making through their close relationships with the people in their lives.
Autoethnographic methodology has gained much momentum in current academic discourse due, in part, to the use of the method in research conducted by Indigenous scholars who resonate with the recognition by qualitative research that the researcher is not a neutral, unbiased instrument of the research process.