Narrative Inquiry, Reflection, and Researcher Bias: Thinking about Interactions of Differing Educational Narratives
This paper shows how a long term process of narrative inquiry may act as a reflective tool for challenging and revising preliminary researcher frames for an inquiry. In this paper I return to a detailed set of fieldnotes taken over a several year period to show how my own assumptions and biases changed throughout the course of inquiry. This work is based on a study of newcomer Chinese family educational narratives. Several stories encountered during the first days of field work are revisited as they show up through the course of conducting field work.
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2012 ◽
Vol 65
(7)
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pp. 1273-1280
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2019 ◽
Vol 18
(6)
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pp. 458-464
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