This article explores the author’s multiple relationships with the Head Start staff and children at Wood River. The text is presented in a story-narrative form. Interspersed are the Head Start teacher’s comments about an earlier draft of this article. There are three aspects of these relationships that the author explores. The first is the relationships among researchers’ multiple community memberships when conducting research. The second is the relationships with mentors who guide researchers in how they conduct their investigations. The third entails the author’s relationships with the Wood River staff and children. These relationships do not follow a smooth path; rather, they shift over time and from one moment to the next based on the context at hand.
Get full access to this article
View all access options for this article.
References
1.
Bloom, L. R. (1998). Under the sign of hope: Feminist methodology and narrative interpretation. Albany: State University of New York Press.
2.
Bochner, A. (1997). It’s about time: Narrative and the divided Self. Qualitative Inquiry, 3(4), 418-438.
3.
Bochner, A., & Ellis, C. (1996). Taking ethnography into the twenty-first century. Journal of Contemporary Ethnography, 25(1), 3-5.
4.
Ceglowski. D. (1993). Moving from observer to participant: Issues of distancing and subjectivity. Paper presented at the Fifth Annual Qualitative Research in Education Conference, Amherst, MA.
5.
Ceglowski, D. (1997). “That’s a good story, but is it really research?”Qualitative Inquiry, 3(2), 188-201.
6.
Ceglowski, D. (1998a). Inside a Head Start center: Developing policies from practice. New York: Teachers College Press.
7.
Ceglowski, D. (1998b). Writing short stories. In M. E. Graue & D. J. Walsh (Eds.), Studying children in context: Theories, methods, and ethics (pp. 228-238). Thousand Oaks, CA: Sage.
8.
Denzin, N. (1989). The research act. Englewood Cliffs, NJ: Prentice Hall.
9.
Denzin, N. (1994). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 500-515). Thousand Oaks, CA: Sage.
10.
Denzin, N. (1997). Interpretive ethnography. Thousand Oaks, CA: Sage.
11.
Ellis, C. (1995). Emotional and ethical quagmires in returning to the field. Journal of Contemporary Ethnography, 24(1), 68-96.
12.
Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York: Longman.
13.
Graue, M. E. (1993). Ready for what? Constructing meanings of readiness for kindergarten. Albany: State University of New York Press.
14.
Hatch, J. A. (1995). Ethical conflicts in classroom research: Examples from a study of peer stigmatization in kindergarten. In J. Hatch (Ed.), Qualitative research in early childhood settings (pp. 213-222). Westport, CT: Praeger.
15.
Helle, A. (1991). Reading women’s autobiographies. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 48-66). New York: Teachers College Press.
16.
Krieger, S. (1991). Social science and the Self: Personal essays on an art form. New Brunswick, NJ: Rutgers University Press.
17.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
18.
Lubeck, S. (1985). Sandbox society. Philadelphia: Falmer.
19.
McLaren, P. (1991). Field relations and the discourse of the Other: Collaboration in our own ruin. In W. Shaffir & R. Stebbins (Eds.), Experiencing fieldwork: An inside view on qualitative research (pp. 149-163). Newbury Park, CA: Sage.
20.
Oakley, A. (1981). Interviewing women: A contradiction in terms. In H. Roberts (Ed.), Doing feminist research (pp. 30-61). London: Routledge.
21.
Richardson, L. (1994). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 516-529). Thousand Oaks, CA: Sage.
22.
Richardson, L. (1995). Writing stories: Co-authoring “The Sea Monster”—A writing-story. Qualitative Inquiry, 1(2), 189-203.
23.
Rodriguez, M. (1998). Confronting anthropology’s silent praxis: Speaking of/from a Chicana consciousness. Qualitative Inquiry, 4(1), 15-40.
24.
Ronai, C. (1992). The reflexive Self through narrative: A night in the life of an erotic dancer/researcher. In C. Ellis & M. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 102-144). Newbury Park, CA: Sage.
25.
Rosaldo, R. (1987). Where objectivity lies: The rhetoric of anthropology. In J. Nelson, A. Megill, & D. McCloskey (Eds.), The rhetoric of the human sciences (pp. 87-110). Madison: University of Wisconsin Press.
26.
Rose, D. (1990). Living the ethnographic life. Newbury Park, CA: Sage.
27.
Shaffir, W., & Stebbins, R. (Eds.). (1991). Experiencing fieldwork: An inside view of qualitative research. Newbury Park, CA: Sage.
28.
Tedlock, B. (1991). From participant observation to the observation of participation: The emergence of narrative ethnography. Journal of Anthropological Research, 47(1), 69-94.
29.
Tierney, W. (1998). Life history’s history: Subjects foretold. Qualitative Inquiry, 4(1), 49-70.
30.
Weinstein-Shr, G. (1992). Learning lives in the post-island world. Anthropology & Education Quarterly, 23(2), 166-171.
31.
Whyte, W. (1996). On the evolution of street corner society. In A. Lareau & J. Shultz (Eds.), Journeys through ethnography (pp. 9-74). Boulder, CO: Westview.
32.
Witherell, C., & Noddings. C. (1991). Prologue: An invitation to our readers. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 1-12). New York: Teachers College Press.
33.
Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago: University of Chicago Press.
