Sage Journals: Discover world-class research

Abstract

In this article, we report upon the adoption of Jerome Bruner’s narrative approach, which served as a theoretical framework for analyzing, representing, and disseminating more than 60 hrs of documentary research footage. We invited international scholars in the field of the social sciences and humanities to document their philosophies and autobiographies on videotape. We asked the following questions: What are the overarching themes or theories that unite the scholars’ methodological and conceptual frameworks? How have the scholars’ unique lived experiences contributed to their interpretivist or critical viewpoints? What autobiographical stories rise to the forefront? Can these stories be linked or connected to represent an unfolding narrative through both space and time? Through the course of narrative analysis, significant themes such as poverty, social inequality, classism, oppression, and colonization emerged from the videotaped dialogues. The scholars’ unique narratives coalesced into a single narrative that traced and documented the history of qualitative research.

Keywords

cross-disciplinary methodology methodologies narrative methods of inquiry critical pedagogy pedagogy

Get full access to this article

View all access options for this article.

References

Blumer

(1986). Symbolic interactionism: Perspective and method. Berkeley: University of California Press.

Bruner

(1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Bruner

(2003). Making stories: Law, literature, life. New York, NY: Farrar, Straus and Giroux.

Carley

K. M.

(1990). Content analysis. In Asher

R. E.

(Ed.), The encyclopedia of language and linguistics (pp. 725-730). Edinburgh, UK: Pergamon Press.

Cooper

White

R. E.

(2012). Qualitative research in the postmodern era: Contexts of qualitative research (Vol. I). Dordrecht, The Netherlands: Springer.

Derry

Pea

Barron

Engle

Erickson

Goldman

. . . Sherin

(2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19, 3-53.

Dewey

(1938). Experience and education. New York, NY: Macmillan.

Eisner

(2002). The arts and the creation of mind. New Haven, CT: Yale University Press.

Feldman

C. F.

Bruner

Renderer

Spitzer

(1990). Narrative comprehension. In Britton

B. K.

Pellegrini

A. D.

(Eds.), Narrative thought and narrative language (pp. 1-78). Mahwah, NJ: Lawrence Erlbaum.

10.

Gadamer

(1975). Truth and method. London, England: Sheed & Ward.

11.

Geertz

(1973). The interpretation of cultures. New York, NY: Basic Books.

12.

Greene

(1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.

13.

Heidegger

(1962). Being and time ( Macquarrie

Robinson

, Trans.). New York, NY: SCM Press.

14.

MacIntyre

(1981). After virtue: A study in moral theory. London, England: Gerald Duckworth.

15.

Mead

(1967). Mind, self, and society from the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.

16.

Mitias

(1988). What makes an experience aesthetic? Amsterdam, The Netherlands: Rodopi.

17.

Polkinghorne

(1988). Narrative knowing and the human sciences. Albany: State University of New York Press.

18.

Rowan

(1981). On making sense. In Reason

Rowan

(Eds.), Human inquiry (pp. 113-137). Chichester, UK: John Wiley.

19.

Sartre

(1964). Nausea ( Alexander

, Trans.). New York, NY: New Directions.

Thick Narratives

Abstract

Keywords

Get full access to this article

References