Narrative inquiry in physical education research: the story so far and its future promise

Dowling, Fiona; Garrett, Robyne; lisahunter, Lisa Hunter; Wrench, Alison

doi:10.1080/13573322.2013.857301

Cited by 33 publications

(20 citation statements)

References 63 publications

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“…By using dialogue as a method of inquiry I join a growing number of social science and leisure/sport researchers who make use of creative analytical writing to analyse and sensuously (re)present data that is already emotional, compelling and ambiguous and to evoke an empathic understanding with otherness (see for example Barker-Ruchti, 2008;Berbary & Johnson, 2012;Dowling, Garrett, Lisahunter, & Wrench, 2015;Sparkes, 1997;Sparkes et al, 2003). Starting from a premise of proximity rather than distance and recognising the role emotions play in our understanding of social phenomena, creative analytic practices like storytelling, poetry and dialogue can help us engage in and create other knowledge-worlds in a way that normative social scientific knowledgemaking is less able to do (Dahl, 2012, p. 152;Richardson & Adams St. Pierre, 2005).…”

Section: Dialogue As a Methods Of Inquirymentioning

confidence: 99%

Becoming horseboy(s) – human-horse relations and intersectionality in equiscapes

Linghede

2019

Leisure Studies

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Leisure studies have given scant regard to human-animal relations and intersectionality. In this paper, I respond to calls for research analysing leisure as a complex, multispecies phenomenon by exploring humanhorse relations and intersectionality in boy's/men's equestrian stories through the concept of intra-activity and creative analytical writing. Thinking and writing through intra-activity brings insights into the coconstitution of humans and horses, as well as the entanglement of other power relations and social categories. The paper illustrates that becoming horseboy(s) is a process of material-discursive intra-activity where boys/ men, by transcending the human-animal divide simultaneously transcend the female-male/masculine-feminine divide. Thus, engaging materially with horses can allow and encourage boys/men to be less constrained by dominant gender discourses. The paper also illustrates the importance of studying gender, not as a separate or primary category of privilege or inequality, but as one that is entangled with race, class, sexuality, age and other animals. I finally argue that bringing horses, as well as discourses, into discussions of the enactment of gender in leisure landscapes offers a productive site for elaborating the much-debated question, posed by feminist posthumanists, of the agency of matter.

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Section: Dialogue As a Methods Of Inquirymentioning

confidence: 99%

Becoming horseboy(s) – human-horse relations and intersectionality in equiscapes

Linghede

2019

Leisure Studies

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“…Thus, the methods by which we collected data focused on the study of experiences, evolved with the research participants, and were temporal. As narrative inquiry is a democratic and inclusive form of knowledge production (Dowling et al 2015) it speaks to the social justice agenda (Azzarito et al, 2017) and, as authors, we recognized the inherent relational process that was involved and our position as critically oriented scholars. Consequently, we realized that the stories retold by the participants in our study were not objective static representations of reality, but should be viewed as stories retold from a mutual and reciprocated relationship of knowledge sharing.…”

Section: Designmentioning

confidence: 96%

“…Considering stories have transformative potential, during this study we took a narrative inquiry approach (Clandinin, 2007(Clandinin, , 2016Dowling et al 2015;Pinnegar, & Daynes, 2007). Thus, the methods by which we collected data focused on the study of experiences, evolved with the research participants, and were temporal.…”

Section: Designmentioning

confidence: 99%

“The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

Lynch

Curtner‐Smith

2019

Journal of Teaching in Physical Education

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The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

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“…Such an approach enables the voices of both the training teacher and the teacher educator to be captured (Casey and Schafer, 2016;Dowling et al, 2015) and provides a 'democratic and inclusive approach to knowledge production' (Dowling et al 2015, p. 13) and one which may offer reflexive insights into the future of risk-taking for PE ITET.…”

Section: My Journey With Narrative Inquiry: Methodological Unfoldingmentioning

confidence: 99%

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Whitehouse¹

2018

EDULEARN Proceedings

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This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took 'risks' during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools.The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to 'Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment' (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers.An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers' practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers' willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils.ii This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices.Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an 'ideal' situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This ...

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Narrative inquiry in physical education research: the story so far and its future promise

Cited by 33 publications

References 63 publications

Becoming horseboy(s) – human-horse relations and intersectionality in equiscapes

Becoming horseboy(s) – human-horse relations and intersectionality in equiscapes

“The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

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