Note on Narrating Disability

Clandinin, D. Jean; Raymond, Heather

doi:10.1080/10665680500541176

Cited by 20 publications

(7 citation statements)

References 6 publications

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“…The design of this qualitative narrative inquiry privileges fathers’ individual stories to be captured in their totality rather than in fragments (Clandinin & Raymond, ; Riessman, ). Narrative inquiry lends itself well to the exploration of commonly discussed topics such as difficult life transitions, such as becoming a father of a child with an intellectual disability.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, the general principle proposed within any story is that there is a beginning, middle and end that encompasses a plot or core story, in which the main point or meaning can be conveyed (Lai, 2010;Polkinghorne, 2007;Priest, Roberts, & Woods, 2002). Moreover, the plot of the diagnosis of a child's intellectual disability weaves the story of fathers' experiences together privileging the voice of the individual father allowing them to tell their stories first-hand and from their position (Clandinin & Raymond, 2006).…”

Section: Designmentioning

confidence: 99%

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“Something was wrong”: A narrative inquiry of becoming a father of a child with an intellectual disability in Ireland

Marsh

Warren

Savage

2018

Brit J Learn Disabil

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Accessible summary Ten fathers were asked to tell their story of being told that their child was diagnosed with an intellectual disability. They said that initially they were shocked, disappointed, in denial and blamed themselves when the diagnosis was certain. All fathers remembered when they were told and by whom they were told about their child’s diagnosis. Becoming a father was a reason to be happy. Abstract BackgroundIn recent years, there has been a growth of research on men’s experiences of becoming fathers, most of which relates to a typically developing child without intellectual disabilities. While some studies have specifically explored the experiences of becoming a father of a child with an intellectual disability, there are few studies from an Irish context. AimThe aim of this study was to present Irish fathers’ narratives within the context of leading up to the diagnosis and the actual diagnosis of a child’s intellectual disability. MethodA qualitative narrative inquiry design was used with ten fathers aged 31–48 years through semi‐structured interviews. ResultsThis study is part of a larger study focusing on becoming a father of a child with an intellectual disability in Ireland. The findings related to finding out “something was wrong” with the child are presented. ConclusionFathers are emotionally affected by the diagnosis of a child’s intellectual disability. Therefore, healthcare professionals need to be cognisant of the emotional upheaval that such a diagnosis can have on fathers and be sensitive to their needs in supporting them through this process.

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Section: Methodsmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

“Something was wrong”: A narrative inquiry of becoming a father of a child with an intellectual disability in Ireland

Marsh

Warren

Savage

2018

Brit J Learn Disabil

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“…The purpose of crafting this narrative was to emphasize the political value of emotional responses (see Clandinin and Rosiek 2007). Called 'narrative borderland, ' I used a methodological hybrid of post-structuralist and narrative inquiry approaches to critically examine classroom experiences (see Clandinin and Raymond 2006). Although the primary purpose of narrative research is to create understanding, byproducts can include change or solutions to problems (Elbaz-Luwisch 1997).…”

Section: Methodology and Methodsmentioning

confidence: 99%

“…Although the primary purpose of narrative research is to create understanding, byproducts can include change or solutions to problems (Elbaz-Luwisch 1997). A politically motivated strategy, deriving in part from feminist research, narrative occurs when people's stories are sources of new knowledge about social reality and how these stories produce power (Clandinin and Raymond 2006;Elbaz-Luwisch 1997). My concern in this study was with 'the way broad systems of social oppression obscure people's ability to see their own participation in those systems, ' as well as with a search that expresses 'ambivalence about insights that arise from within stories … as a source of important knowledge' (Clandinin and Rosiek 2007, 66).…”

Section: Methodology and Methodsmentioning

confidence: 99%

“…My study was qualitatively grounded and included purposefully selecting a site that would help me answer my research question (Creswell 2009). This involved addressing the assumptions of narrative inquiry: place (study context and location), temporarality (how events and people transition), and sociality (relationship and dispositions of the researcher and participants) (Clandinin and Raymond 2006;Connelly and Clandinin 2006).…”

Section: Data Collection and Commonplacesmentioning

confidence: 99%

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Through laughter and through tears: emotional narratives to antiracist pedagogy

Grosland

2018

Race Ethnicity and Education

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If as a collective society we desire to challenge oppression as it exists, we must individually commit to learning about race, in all its facets, and racism as an institution at an emotional level. Although there are many ways to accomplish these ends, antiracist pedagogy -as antioppressive education -is an effective method to do so through its focus on the intersections of race. This study shares how participants in a higher education classroom emotionally experienced studying race and racism. Using a narrative inquiry hybrid, results of this inquiry include how emotions are at the core of such learning, particularly because they can be racially segregated and relationally complex. The lack of research about the relationship between racism and emotions is felt acutely in higher education classrooms, so this study contributes to our understandings of antioppressive pedagogy in such classrooms. Since the overall goal of antiracist pedagogy is antiracist change and classroom emotions are an impending result, the dilemma of focusing on emotions persists. Subsequent implications for antiracist pedagogy specifically, and antioppressive pedagogies broadly, include explicitly addressing the emotionality of antiracism as an ongoing praxis.

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A Woman’s Worth: Valuing Self, Risk, and (Re)vision

Grosland

2018

Feminism and Intersectionality in Academia

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Note on Narrating Disability

Cited by 20 publications

References 6 publications

“Something was wrong”: A narrative inquiry of becoming a father of a child with an intellectual disability in Ireland

“Something was wrong”: A narrative inquiry of becoming a father of a child with an intellectual disability in Ireland

Through laughter and through tears: emotional narratives to antiracist pedagogy

A Woman’s Worth: Valuing Self, Risk, and (Re)vision

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