Writing 5 : Summary of Journal 10

Based on journal that i have read is focused on narrative inquiry in mathematics education. As mentioned before that narrative inquiry was first used in educational research by Clandinin and Connelly. Narrative inquiry has developed in many disclipines and still developing in many fields, this is because narrative inquiry has passed long history as Connelly and Clandinin (1990) stated that narrative inquiry has long intelectual history both in and out of education; it is increasingly used in studies of educational experience. From the literature shows that some of narrative research studies have done in specific disciplines of education. There are two kinds of narrative inquiry: 1). Analysis of narratives that corresponds to paradigmatic reasoning, 2). Narrative analysis that corresponds to narrative cognition and both of them are used by Bruner (1986). Refer to narrative as way of thinking about experience and methodology, there are two folded nature of narrative called phenomenon “story” and inquiry “narrative”. Narrative inquiry has been used in many aspects, according to Elliott (2005) proposed there are three key features of narrative: narratives are chronological, they are meaningful, they are produced for a specific audience. When talking narrative inquiry, narrative not just tell about what happened but also express emotions, interpretations, and thoughts. Validity in narrative inquiry is important in narrative research. According to Polkinghorne (2007) there are three main components of validity: 1). Validation of narrative research claims, 2). Validation of the assembled narrative text, 3). Validation of the interpretations of narrative text. Talking about narrative identity according to Hinchman and Hinchman (2001) suggested identity as something that emerges in and through narrative. It means that identity are created through narrative we create and tell our lives. According to Kaasila (2007) person’s mathematical identity becomes part of his or her narrative identity. It means someone can maniffest his or her mathematical identity when telling story about his or her relationship to mathematics. In mathematic education, narratives can be used in many ways, another possibility is using narrative inquiry as pedagogical tool and for purposes of proffesional development of preservice teacher.

In the end, i can conclude that narrative inquiry has been through long history and  influences in many disciplines. Narrative inquiry has been used in many fields and has developed in many aspects, narrative inquiry is useful in research to help researchers as well as in education that gives positive impact in it. moreover, the creation of narrative identity does not miss from narrative.

Reference:

Lutovac, S. , Kaasila, R. (2014). How to apply the process of emplotment using the narrative approach in mathematics education. Pedagoska Obzorja. 29, 92-109.

Writig 5 : Summary of Journal 9

I want to share the summary of journal that i read. The journal that i have read titled navigating sites for narrative inquiry. As we know that narrative inquiry was first used by Clandinin and Connelly (1990) in the educational research field. some people thinking that narrative inquiry means that telling and retelling stories then just listen to the stories. According to Clandinin (2006), Craig (1992), Olson (1993), Paokong & Rosiek (2003), and Polkinghorne (1988) some see narrative inquiry as “just telling stories” for us, and for many others, but actually narrative inquiry is much more than telling stories. Actually narrative inquiry has developed in many disciplines and has been used in many studies such as community (Huber & Whelan, 2001), nursing (Barton, 2006), anthropology (Bateson, 1994), occupational therapy (Mattingly, 2006), cross-cultural studies (Andrews, 2006) and still many more and the field of narrative inquiry is still developing. In the Handbook of narrative inquiry: mapping a methodology (Clandinin, 2006) offers helpful guide to methodological undertakings and lays out helpful distinctions within the field of narrative inquiry. According to Clandinin & Connelly (2006, p. 479) they offered three commonplaces: temporality, sociality, and place to undertake in narrative inquiry. To consider in designing, living out, and representing narrative inquiry there are some elements such as justification, the need to name phenomenon, consider and describe the methods used to study phenomenon, to be described in research texts, positioning narrative inquirers, uniqueness of each study, ethical considerations, the process of representation and the kinds of research text.

In my opinion is that many people think that narrative inquiry is about telling and retelling stories of people’s experiences then listen to it, but narrative inquiry goes beyond just telling and retelling stories and becomes helpful behind it. narrative inquiry has developed in many disciplines and has been used in many fields and studies then still developing. In addition, to carry out narrative inquiry successfully there are three commonplaces that should be considered.

Reference:

Clandinin, D. J. , Pushor, D. , Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58, 21-35.

Writing 5 : Summary of Journal 8

I want to share the summary of journal that i have read. The journal that i have read is titled Teaching with passion: A narrative inquiry into elementary teachers’ identity development, personal and professional knowledge, and love of teaching, but we are still focused on narrative inquiry. Narrative inquiry is first used by Clandinin and Connelly. Clandinin and Connelly (1995) provide their perspective from social science perspective and their interest in personal experience. They propose narrative and storytelling as an alternative mode of inquiry. They argued that narrative inqury as a useful research method. According to Clandinin and Connelly (1995) narrative inquiry focuses on human experience and has a holistic quality, it is a way of characterizing the phenomena of human experience. From the argument we know that narrative inquiry has focus on human experience and also the way to characterize its phenomena. Clandinin and Connely (1999) say that narrative is the study of how humans make meaning of experiences by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future. These telling and retelling explain practicable experiences of the past and create hopes in the future and offer the understanding of knowledge formation. Narrative inquiry is viable research method for education (Clandinin and Connely, 1988). Not only have they written about the importance of shared experiences as a system of finding meaning for curriculum, also they used narrative inquiry to perform several investigations into the lives of teachers. From their concerning teachers and curriculum to the development of teacher identities as they are constructed in the classroom, they proved that narrative inquiry is a useful research tool for education as well. Clandinin and Connelly also provide guidance and examples of how to gather, document, and analyze those stories in order to find embedded knowledge concerning teacher identity.

My opinion that narrative inquiry as attached before related to human experience and its way to characterize the phenomena of human experience, also how humans make meaning of experience through telling and retelling stories of the past and hopes in the future. In education, narrative is useful research tool for education because of concerning teachers lives, identities, and curriculum.            

Reference:

Aimar, E ., L . (2006). Teaching with passion:A narrative inquiry into elementary teachers’ identity development, personal and professional knowledge, and love of teaching. Electronic Theses & Dissertations. 492.

Writing 5 : Summary of Journal 7

I am going to talk about the summary of journal that i have read. The topic is narrative inquiry, the book that i have read is about using narrative inquiry as a research method. Narrative inquiry is first used by the Canadian researchers Connely and Clandinin (1990). Narrative inquiry is related to human experience and personal stories. Narrative has depicted experience and endeavours of human, narrative records human experience through the construction and reconstruction of personal stories. Stories are constantly restructured in the light, narrative illustrated temporal notion of experience, recognising that one’s understanding of people and event changes. According to Carr (1986) narrative is not associated with short-term elementary experiences and actions, but pertains to longer-term or larger-scale sequences of actions, experiences, and human actions. Actions, life and hisorical existence are structured narratively, and the concept of narrative is the way of experiencing, acting, and living whatever as individual or communities. Narrative is the way of being and dealing with the time. Narrative inquiry is set in human stories, it provides researchers with a rich framework through which they can investigate the ways human experience the world depicted through their stories. According to Bell (2002), narrative inquiry rests on the assumption that we as human beings make sense of random experience by the imposition of story structures on them. Narrative is not an objective reconstruction of life, it is a rendition of how life is perceived. Narrative inquiry attempts to capture the whole story. It studies problems as forms as storytelling involving characters with both personal and social stories.       

The conclusion is that Narrative inquiry is useful as a research method. Narrative inquiry is about storytelling of human experience and personal stories. Narrative inquiry has gained momentum in practice and research in a growing number of disciplines. As a research method, narrative inquiry is important method

                                

Reference:

Webster, L ., & Mertova, P . (2007). Using narrative inquiry as a research method: an introduction to using critical event narrative analysis in research on learning and teaching (pp. 1-7). Madison Ave, NY: Routledge.