Narrative Inquiry: Toward Understanding Life’s Artistry

Abstract

As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the landscape of an inner-city school context, we show how she was engaged in an artistic and aesthetic composition of her life experience. Our account also reveals how, as narrative inquirers engaged with Darlene, we, too, were composing artistic and aesthetic stories to live by.

Australian nursing students' stories of end‐of‐life care simulation

“…The conceptual framework of narrative inquiry described by Clandinin and Connelly () was used to analyze the data. This metaphorical framework describes three dimensions of narrative inquiry space including: (i) Temporality : moving backward and forward between past, present, and future (Clandinin & Huber, ); (ii) Personal and social dimension : this dimension points inward and outward – inward toward “feelings, hopes, reactions” and outward toward “existential conditions” (Clandinin & Huber, ); and (iii) Place : the specific concrete physical boundaries of the “inquiry landscapes” (Clandinin & Connelly, ) where the inquiry and events take place (Clandinin et al ., ).…”

A Community of Narratives

“…As literacy researchers versed in CRT, we all had some experience and interest in the study of lived experiences (Connelly & Clandinin, 2000) and how artifacts developed from these experiences become both the content and method of investigation (Clandinin & Huber, 2002). As literacy researchers versed in CRT, we all had some experience and interest in the study of lived experiences (Connelly & Clandinin, 2000) and how artifacts developed from these experiences become both the content and method of investigation (Clandinin & Huber, 2002).…”

The Long Shadow of Peer Review on the Preparation of Artist Educators

“…In other cases, a translation becomes a new work of art in its own right, which may be virtually on par with the original, even though it cannot substitute for it. However, in yet other cases, any translation (whether by the author or others) turns an authentic work of creative scholarship into a caricature of itself (Andersen 2004;Bagley 2008;Clandinin and Huber 2002;Dewey 1934;Mallard 2009;Barone and Eisner 2006;Bredo 2006).…”