Inquiry Into Lived Experience: A Cross‐Cultural, In‐Between, and Exiled Perspective

Abstract

In this review, I explore three key concepts in Ming Fang He's work: cross-cultural narrative inquiry, personal~passionate~participatory inquiry, and in-between in exile. These key concepts are currently developed through three overlapping lines of inquiry in her research: research on the education of Asian American immigrant students in the context of school, family, and community; activist practitioner inquiry that explores life in schools, families, and communities in the U.S. South; and research on the education of minority and disenfranchised groups in international contexts. I begin with a brief overview of each of the three concepts as illustrated in the writings under review, explore how these key concepts have evolved, and share my reflections on how the three concepts are similar and/or different from the key ideas evident in my narrative work on the in-betweeness of mixed race in the U.S. South. CROSS-CULTURAL NARRATIVE INQUIRYIn A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape, Ming Fang He (2003) presents a cross-cultural narrative inquiry of identity development of three Chinese women teachers as they move in-between China, Canada, and the United States. Using