Using Narrative in Research

Christine Bold

• Publisher: SAGE Publications Ltd
• Year: 2011
• Print ISBN: 9781848607194, 9781848607187
• eBook ISBN: 9781446291375
• Edition: 1

Using Narrative in Research by Christine Bold provides an accessible, easy-to-understand guide to the theory and practice of the use of narrative in research. Written with those new to narrative in mind, this book will enable readers to understand the origins of narrative traditions and to plan and carry out a narrative study of their own.

Christine Bold?s book examines narrative approaches across a range of research contexts and disciplinary boundaries and will be of equal value to practitioners and academic students and researchers alike.

Drawing on a range of real-life examples of narrative studies, Using Narrative in Research will enable readers to provide a sound justification for adopting a narrative-based approach and will help them to write about and write up narrative in research.

This book examines:

• How we design research projects with a narrative approach

• Ethics

• Narrative thinking

• Collecting narrative data

• Analysing narrative data

• Representation in narrative analysis

• Reporting and writing up narrative research.

1

NARRATIVE BEGINNINGS: AUTOBIOGRAPHY,
BIOGRAPHY AND FICTION

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CHAPTER OUTLINE

• Why should you read this book?

• An outline of the chapters

• Introducing my research story

• Why use narrative approaches to research?

• Introducing a narrative approach to research

• Narrative themes

Theme 1: autobiographical self-reflection

Theme 2: biographical data

Theme 3: representative constructions (or fictions)

• The narrative ‘turn’

• Summary

• Suggested reading

Why Should You Read This Book?

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This book provides an accessible text for anyone who is interested in the use of narrative in research. In particular, it is for those who are interested in the relationships between reflection, reflexivity and narrative approaches to research, in social settings of any kind. It tells the story of my experiences, and those of students I taught, in exploring narrative approaches to research that suited our professional situations. The book also discusses and highlights a range of suitable texts from which you can draw in supporting your own development in using narrative approaches to research. In this chapter, narrative generally means spoken or written story, but I also write about Barbara Czarniawaska’s (2004) notion of a narrative approach, which has a flexible, broader meaning. For her, narrative in research is not just about stories or specific data collection and analytical methods; instead, narrative may be used in various ways and at different stages of research as and when appropriate. Later, in Chapter 2, I explore the nature of narrative and different perspectives in more depth with reference to a range of different academics experienced in narrative research.

In addition to providing an appropriately accessible text for students who are novice narrative researchers, and anyone interested in knowing what narrative research might involve, Using Narrative in Research also aims to support tutors and supervisors who are new to the use of narrative in research in supporting their students. The requirement for students to engage academically with professional and social issues, to prepare them for employment, is generally present in a range of subject areas, and it is important to continue developing appropriate methods for contextual research about human activity. Narrative research is a growing area of increasingly acknowledged and accepted international research practice, although there is a range of differing views and approaches to its use. The challenge for any researcher is to choose the most appropriate methodology for the social context of the research, that is, it should be fit for purpose.

Using Narrative in Research thus provides a specialist text focused on supporting anyone interested in narrative research practices, in developing a theoretical and practical understanding of possible uses of a narrative approach when researching professional or other social contexts. I agree with Molly Andrews, Corinne Squire and Maria Tamboukou (2008) and others who assert that there are no overall rules about narrative approaches to research, and I emphasise that the meaning of the word narrative is in dispute amongst different groups of researchers (as discussed further in Chapter 2). Sometimes academics try to label or apply different approaches too rigidly, sometimes creating a mystique about research that prevents novice researchers engaging effectively with the conceptual process. Arthur Bochner (2001) expresses similar views and notes that most academic journals (and in my experience most university courses) generally require writers to provide a strongly analytical paper in a distanced academic voice rather than a personal narrative. Such emphasis on depersonalising academic writing serves to discourage narrative approaches to research, which often seem more subjective and personal in nature.

I would like to assure you that using narrative does not mean losing rigour in your approach to research. A narrative approach requires rigorous collection, collation and synthesis of appropriate data followed by critical analysis and reflection. It requires the ability to communicate, orally and in writing, the research story from first conceptions of an area of interest to thoughtful and thought-provoking conclusions. A narrative approach opens doors to alternative ways of conducting and disseminating research that is illuminative, novel and accessible to readers. Narrative is also a means of developing and nurturing the skills of critical reflection and reflexivity that are essential for anyone conducting research into their own practice, and therefore very useful for action research projects. For the purpose of this text, I use the word ‘reflection’ in the ways that Donald Schön (1984) describes its different functions:

1. reflecting-in-action, while we work, thinking on our feet about how to react to situations and events – an automatic response in an experienced practitioner
2. reflecting-on-action, looking back at an event afterwards and considering how a response to it might have been different, how to modify and change it.

A third type of reflection based on this is the idea of reflecting-for-action, to think of the next steps that need to be taken. In general, reflection engages us in extended periods of thinking, seeking commonalities and differences and the relationships between actions. Critical reflection, as an extension of reflection, means that we challenge our underlying beliefs, values and assumptions when looking back at events. If we are critically reflective, we question actions and challenge accepted truths or claims and we consider various alternative ways of interpreting and analysing situations.

Reflexivity brings into the process a more personal dimension, a thoughtful self-awareness of the dynamics between you and the people you are researching (Linda Finlay and Brendan Gough, 2003). It means that you are aware of how others perceive you and how you perceive them, and involves all the attributes of critical reflection. Different researchers describe the skill of reflexivity differently in different contexts. Gergen and Gergen (1991) discuss one example of a researcher taking a stance towards a problem and gradually elaborating it through experience and the interactions with others. They link the approach they discuss to social constructionism but also emphasise the role of self-reflexivity. Mason’s (1994) notion of researching from the inside is essentially the development of self-reflexivity. It is not just about knowing oneself but about knowing oneself through multiple ways of seeing the world. It is also about describing the world as seen through those reflexive eyes and according to Mason, creating a reaction in others, thus continuing the reflexive chain.

An Outline of the Chapters

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This section outlines the contents of each chapter. The chapters are presented in an order that aims to support the development of a research project involving a narrative approach.

Chapter 2 ‘What Is Narrative?’, with reference to a range of authors from across different disciplines, explores historical and contemporary influences on the use of narrative in professional development and research.

Chapter 3 ‘Designing Research Projects with a Narrative Approach’ aims to encourage readers to position themselves within the research project and plan to choose appropriately from a range of ways to use narrative, including drawing and other media as illustrated in other chapters. The final section provides an example of a draft research proposal.

Chapter 4 ‘Ethics and a Narrative Approach’ emphasises that ethics is about balancing the principle of reducing harm with that of providing benefits to all involved. Roles and relationships are important and ethical consideration goes beyond the completion of a checklist for an institution or society.

Chapter 5 ‘Narrative Thinking: Provoking and Sustaining Reflective Thought’ focuses on the relationship between narrating and reflecting, the development of critical reflection and reflexivity. The first section illustrates and discusses the use of drawing or other creative activity to provoke reflective thought. Examples from reflective diary entries demonstrate the diary’s value as a vehicle for sustaining reflective thinking in narrative research.

Chapter 6 ‘Collecting Narrative Data’ includes the use of interviews to elicit stories in addition to a range of alternative approaches such as asking participants for written narratives, constructing observational narratives and collecting various images as narrative. The internet is also a source of useful narrative materials.

Chapter 7 ‘Analysing Narrative Data’ focuses on two broad analytical approaches. First, it provides an overview of the structuralist approach that focuses on seeking common elements within stories, examining their structure rather than their meaning. Second, it considers a thematic experiential approach that focuses on the meaning within the narratives. Examples from undergraduate students demonstrate ways of moving from personal analysis to the development of a more critical stance.

Chapter 8 ‘Representative Constructions in Narrative Analysis’ aims to introduce readers to the innovative use of fictional writing as a means of collating and analysing a set of data into a coherent, valid, reliable and accessible piece that represents the whole data set and begins the analysis in a realistic and formative way.

Chapter 9 ‘Reporting Narrative Research’ pays some attention to the normative expectations of dissertations and theses but then explores some alternative ways to present narrative research. It draws on a range of articles from recent academic journals.

The chapters contain materials from three themes that emerged during my work with students as important for the development of critical reflection through narrative approaches:

• theme 1: autobiographical self-reflection
• theme 2: biographical data
• theme 3: representative constructions (or fictions).

Each theme emerges in the different chapters but in different measures. For example, Chapter 5 focuses mainly on autobiographical self-reflection but the theme is not as strongly represented in Chapter 8. I describe the nature of the themes more fully later in this chapter. Each chapter contains an introduction sharing key ideas within the chapter and a summary that also outlines the connections between the themes throughout the text.

Most chapters contain extracts from students’ research projects. To ensure that you can identify these clearly within the text they are numbered as figures and framed. I have placed them where I think they fit best as part of the discussion – indicating the points at which you ought to read the extract to understand more fully the ideas I present. References to other texts within the extracts are included within each frame rather than in my reference list at the end of the book. Using Narrative in Research thus provides empirical materials for discussion and debate in academic and professional contexts in addition to supporting a novice narrative researcher with some of the practicalities. Because it draws on literature from a range of experts in the field of narrative research and other useful sources, it will help you establish the links between critical analysis and reflection and narrative. The chapters take you through some possible approaches to identifying a project, establishing a sound methodology, becoming analytical and being able to communicate research in a rigorous yet interesting and unique way.

Introducing My Research Story

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For parts of the book, I have chosen to write in autobiographical style because for much of it I am relating to you my own experiences through my own research and that of the students who have allowed me to include extracts of their work. For this purpose, the autobiographical style is important since I have no desire to depersonalise my own experience. For some of you, writing in a personal voice rather than a depersonalised voice might be contentious, or at least seem ‘less academic’. Indeed, one of the major criticisms of using narrative in research is its subjective rather than objective stance. This is one of the criticisms that I wish to address within the book since I have a strong belief that a personalised approach to writing, where appropriate, is no less ‘academic’ than a depersonalised piece. For me the issue is one of criticality and the ability to present a critically reflective and analytical piece of writing in whichever genre is appropriate for the task. Critical thinking may be evident in any genre. You will therefore find that I do not maintain the autobiographical approach where it is not appropriate. I will begin with my story, which explains my reasons for wanting to write this book.

Using Narrative in Research has its roots in my experience of teaching undergraduate and postgraduate students, mainly education professionals, about narrative methods of research from 2004 onwards. Initially, influenced by Gillie Bolton’s (2001) publication on using stories to aid reflection, I encouraged students to use oral storytelling to explore their practice and to make connections between personal experience and academic ideas. I promoted Bolton’s (2006) idea of narrative, or storying, as a way of creating order and security out of a chaotic world. This notion appealed to a range of students from different cultural backgrounds who all worked in busy, ever-changing, demanding workplaces. They worked in unique professional contexts; for example, one was a bilingual support worker for children of several different cultures and languages, another was a learning mentor in a boys’ secondary school. Their oral stories and subsequent discussion helped each member of the teaching group to interpret a range of professional contexts and experiences, thus enabling them to understand their personal story within a wider educational and societal context. Storytelling was also a way of developing student confidence in their writing skills, moving them from descriptive writing in telling story events, to reflective writing when reflecting upon their professional practice, to critical reflection and analysis of their own practice and others’ scholarly works. Gradually the notion of telling stories became something that we used beyond the taught session, as a means of exploring practice in a systematic and rigorous manner – a valid research method, informed and influenced by Jean Clandinin and Michael Connelly (2000), Peter Clough (2002) and a thought-provoking article by Philip Chambers (2003).

Why Use Narrative Approaches to Research?

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There is no simple answer to this question, but I must emphasise that you should choose narrative approaches when the purpose of the inquiry is best served by using them. Narrative is one research tool amongst a host of other methods and its use must be justified as fit for purpose, as any other method must be. In my work with students, the greatest challenge for me was to persuade students that narrative approaches were valid, reliable and just as rigorous as any other research when used well.

While working with both undergraduate and postgraduate students, in the field of education or training, over a number of years, I identified two recurring issues that seemed to prevent students from accepting qualitative research methods, including narrative methods, as valid and reliable, and usually more appropriate for the nature of their research projects. First, the overwhelming majority of st...

Table of contents

• Cover Page
• Title Page
• Copyright
• Contents
• About the Author
• Acknowledgements
• 1 Narrative Beginnings: Autobiography, Biography and Fiction
• 2 What is Narrative?
• 3 Designing Research Projects with a Narrative Approach
• 4 Ethics and a Narrative Approach
• 5 Narrative Thinking: Provoking and Sustaining Reflective Thought
• 6 Collecting Narrative Data
• 7 Analysing Narrative Data
• 8 Representative Constructions in Narrative Analysis
• 9 Reporting Narrative Research
• References
• Index