Preface Acknowledgments The Authors Prologue 1 Why Narrative? 1 2 Thinking Narratively: A Case at the Boundaries 21 3 Thinking Narratively: Reductionistic and Formalistic Boundaries 34 4 What Do Narrative Inquirers Do? 48 5 Being in the Field: Walking into the Midst of Stories 63 6 From Field to Field Texts: Being in a Place of Stories 80 7 Composing Field Texts 92 8 From Field Texts to Research Texts: Making Meaning of Experience 119 9 Composing Research Texts 138 10 Persistent Concerns in Narrative Inquiry 169 Epilogue 187 References 191 Index 199
D. Jean Clandinin is professor and director of the Centre for Research for Teacher Education and Development at the University of Alberta. F. Michael Connelly is professor and director of the Centre for Teacher Development, Ontario Institute for Studies in Education, University of Toronto.
?Their exemplary use of the method in the writing of this text is masterful.? --Journal of Curriculum Studies, 2002 ?The literature on narrative inquiry has been, until now, widely scattered and theoretically incomplete. Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods.? --Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University ?This book reveals the journey of two scholars who, for the past two decades, have explored the way narrative deepens our understanding of educational experience. Their encounters with seemingly intractable issues provide a model of intellectual courage. Narrative Inquiry invites us to take their journey with them. And it is a journey highly worth sharing."--Elliot W. Eisner, professor of education and art, Stanford University