A Return to the Gold Standard? Questioning the Future of Narrative Construction as Educational Research

Abstract

Narrative construction is an approach to social research in which data are configured into any of a variety of diachronic, or storied, formats. Having recently gained popularity, this approach is now in danger of marginalization (along with other qualitative and quantitative forms of social research) as a result of politically charged attempts to reinstitute a narrow methodological orthodoxy. In an attempt to prompt discussion about the future of this inquiry approach, the author asks questions that highlight recurring issues within ongoing conversations among educational researchers who advocate and/or engage in the construction of narratives. These questions relate to the political character of stories, fictionalization, audience, modalities of representation, quality control, research purpose, and strategies for maintaining and enlarging the space for narrative construction as a qualitative research approach within an era of political retrogression.H ave those of us who celebrate the potential of innovative forms of educational research, now in this first decade of a new millenium, fallen on times even harder than those with which we are accustomed? Observing the landscape of educational research within the United States, it is difficult to avoid awareness of moves, especially at the level of the federal government, toward a narrowing of the officially sanctioned methodological spectrum. Given the influence of American thought, culture, and government policy over the rest of the globe, residents of other countries who advocate and practice forms of educational research that are not conventionally scientific might also take notice of this narrowing.

Narrative inquiry into (re)imagining alternative schools: a case study of Kevin Gonzales

“…The current political (Barone, 2007), as a prescription to improve the American public educational system. In this "deepening chill in the political climate" (Barone, 2007, p. 456) against qualitative research, and narrative research in particular, we, narrative inquirers, need to seriously think about the reasons why we do what we do (see Author, 2008).…”

Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL

“…Bruner (1986) presents a perspective on cognition that complements Barone's (2001Barone's ( , 2007 perspective on the fundamental purposes of human inquiry. Bruner (1986) claims that there are two modes of cognition, each distinctive in the way they construct reality: the paradigmatic (or logico-scientific) and the narrative.…”

“…According to Barone (2001Barone ( , 2007, there are two fundamental purposes of human inquiry. One of those purposes he terms enhancement of certainty, developed from, and reflective of Cronbach's (1982) notion that traditional social science aims to reduce uncertainty.…”

“…The second fundamental purpose of human inquiry, according to Barone (2001Barone ( , 2007, is enhancement of meaning, or more specifically, enhancement of multiple meanings (personal communication, June 25, 2002). The core aim of such inquiry is not to 'prove' or 'disprove' anything, but rather question the notion of truth.…”

Journaling: A Cross-cultural Approach to Transcend Individual Limitations Among Learners

“…Barone (2007) shares, "Narrative constructions with the power to lift the veil of conventionality from my eyes as they subtly raise disturbing questions about the necessity and desirability of comfortable, familiar educational discourses and practices" (p. 465). For my participants, learning something that is new or different, and then reflecting on what that means for a current or expected professional position can also be an interesting outcome at this stage.…”