Polyphony in the classroom: reporting narrative action research reflexively

Abstract

In this article we will present a reflexive way of producing a narrative analysis on teaching and learning that involves all participants of the pedagogical process. Our theoretical contribution rests on the concept 'lived pedagogy', adapted from Max van Manen's term 'lived experience'. Like van Manen, we start by asking the key question of phenomenological-hermeneutical research: what is the nature of the phenomenon as meaningfully experienced? For us, the phenomenon is the pedagogical relationship; the interaction between the people involved in the pedagogical process. Thus, we will present how lived pedagogy is researched through the narratives told by the teacher-researcher, the students, and their parents, and how the analysis and interpretation is made with reference to three voices; my voice (teacher), your voice (pupils) and their voice (parents). IntroductionEducational action research should engage the voices and the perspectives of all the individuals involved in the practice (Kemmis 2006). In order to reach the multiple voices of all the participant-storytellers, we should promote open communication so as to gain knowledge and understanding of all those involved in a teaching situation and educational setting. However, within the educational research, the results of research initiatives are still often reported through the voices of professional practitioners such as researchers or teachers, while those of the other participants are not heard. In particular, the voices of children and young people have been muted within the traditional paradigm of the conventional research project. As Morrow and Richards (1996, 101) put it, 'the challenge of the researchers is to develop research strategies that are "fair and respectful" to children as the subjects rather than the objects of the research'. Students are typically tested, surveyed, observed and interviewed; rather than treated as active agents in the research process (O'Brien and Moules 2007;Leitch et al. 2007). Within participatory action research, the goal is to work with, not on, participants and to see all the individuals as co-researchers (Ledwith 2007). Downloaded by [University of Kent] at 18:02 03 December 2014 138 R. Niemi et al.An action research process naturally takes a form of a narrative. In the description of an action research project, we may distinguish all the Aristotelian elements of a story: the beginning, the middle and the end, and the description of the social action that can be represented through a plot. In this participatory action research initiative, our aim is to give voices to all the individuals involved in the pedagogical relationship: teachers, students and their parents. We will introduce a reflexive way of producing a narrative analysis and interpretation in researching lived pedagogy. The interpretation is constituted as a polyphonic voice between the teacher-researcher, his/ her students and their parents.Our initiative rests on a notion of reflexivity; 'using our selves' in the research process, as Kim Etherington...

Five approaches to pedagogical action research

“…In my research, narrativity is embedded in collecting, analysing and reporting data. In data collection, I began by using learning diaries (Niemi, Heikkinen & Kannas 2010). After the first study, I turned to the use of visual narratives, especially photographs, because I realized that writing narratives reduces some pupils' potential to express themselves and I had recognized pupils' interest in photographs.…”

“…That easily forces pupils to express only positive experiences. For example, in my earlier studies, both written narratives(Niemi, Heikkinen & Kannas 2010) and photographs taken by pupils from their meaningful experiences(Niemi, Kumpulainen, Lipponen & Hilppö 2015; Lipponen 2015a) launched primarily positive experiences. That reflection helped me develop the use of diamond ranking (e.g.,O'Kane 2008;Clark 2012;Clark et al 2013;…”

A teacher performing action research: capturing pupils’ perspectives of didactic relations

“…This study is pedagogical action research that seeks to gain information about pupils' perspectives of classroom practices from the didactic relations point of view. It is participatory by nature; its goal is to work with pupils and see them as co-researchers (Niemi, Heikkinen, & Kannas, 2010;Niemi et al, 2015aNiemi et al, , 2015bNiemi et al, , 2018Niemi et al, 2015). In this study, I used visual artefacts (PowerPoint presentations, picture books and iMovies) and self-interviews as tools to listen to the pupils' perspectives.…”

A teacher performing action research: capturing pupils’ perspectives of didactic relations

“…Kõnealune uuring on pedagoogiline tegevusuuring, mille eesmärk on didaktilise suhte vaatenurgast uurida, mida arvavad õpilased tundides toimuvast. Uuring on oma olemuselt kollegiaalne: selle eesmärk on kaasata uurimisprotsessi õpilased ja suhtuda neisse kui kaasteadlastesse (Ni emi, Heikkinen, & Kannas, 2010;Niemi et al, 2015aNiemi et al, , 2015bNiemi et al, , 2018Niemi et al, 2015). Selles uuringus kasutasin õpilaste seisukohtade teada saamiseks visuaalseid materjale (PowerPointi esitlused, pildiraamatud ja iMovie videod) ning eneseintervjuusid.…”