A narrative inquiry into fishermen’s experience-based knowledge

The context for this study was to document fishers’ experience-based knowledge is reliable and can be included in citizen science as supplementary information to scientific research. Fishers’ experience-based knowledge contributes to important understanding of the environment and the marine ecosystem. Hence, fishers’ knowledge over time is not always regarded as supplementary knowledge. There is a lack of information on how fishers have acquired reliable knowledge when they have not had formal scientific education and in what way fishers’ knowledge can be used as empirical data. In this study, a survey was conducted by scientific educator within the fishing community of Mausund in Norway. The survey was limited to specifically targeting fishers' knowledge of the migration pattern of the edible crab (Cancer pagurus) in Sulfjorden, Mausund and Frohavet. This study performs in-depth interviews with five fishers at Mausund. The experience-based knowledge acquired by these fishers is first and foremost learnt through intergenerational learning from fathers, grandfathers, and uncles to sons. The study supports existing research on fishers’ experience-based knowledge, which is professional and very precise. Experience-based and local knowledge can be understood as a knowledge contribution of value to the research field of environment monitoring.

Despite the usefulness of quantitative research, qualitative research methodologies are equally needed to allow researchers to better understand the important social and environmental factors affecting food choice and eating habits. The present paper contributes insights from narrative inquiry, a well-established qualitative methodology, to a food-related doctoral research study. The connections between food shoppers and the producer, family, friends and others in the food system, between eaters and the earth, and how these connections affect people's meaning-making of food and pathways to food citizenship, were explored in the research. The research used narrative inquiry methodology and focus groups for data collection. Five different food-ways in the Canberra region of Australia were selected for the present research; that is, community gardens, community-supported agriculture, farmers' markets, fresh food markets and supermarkets. Fifty-two people voluntarily attended eight focus groups with four to nine participants in each. From a practical perspective, the present paper offers a guide to the way in which narrative inquiry has been applied to one research project. The paper describes the application of narrative inquiry methodology, revealing the important place of narratives in generating new knowledge. The paper further outlines how phased narrative analysis can lead to a defensible and rigorous interpretive framework grounded in the data generated from people's stories and meaning-making. We argue that individual, social and system change will not be possible without further rigorous qualitative studies to inform and complement the empirical basis of public health nutrition practice.

Purpose – In this chapter, we examine the influence of the commonplace of sociality within narrative inquiry during the process of interpretation and meaning-making. Our project was multivisioned because we were interested in what we learned about the methodology of narrative inquiry within the context of a phenomenon for inquiry (Clandinin & Connelly, 2000), which for this study was our identity as teacher educators (Bullough, 2005). Approach – Using narrative inquiry, we interrogate our interpretive processes privileging the commonplace of sociality in examining stories of our identity as teacher educators from our own experience as teacher educators. Findings – In our inquiry into interpretation from the orientation of the narrative commonplace of the social, four points of understanding emerged: (1) interpretation within the methodology of narrative inquiry is living and interpretation exists in the midst; (2) all three dimensions of the narrative inquiry space are always part of the process regardless of the commonplace under consideration; (3) if we look inward/outward in the process of interpretation, it always leads us back to the relational; and (4) when we deepen the analytic process, ethical issues, and therefore renewed grappling with our identity, emerge. Research implications – Narrative inquiry at every phase – design, data collection, analysis, and representation – is a form of living and analysis and interpretation. As well, representation must allow space for the holistic and organic quality that this form of inquiry demands in the development and communication of ideas. Value – The study points to the ways in which research on humans’ action and interaction returns to the relational and ethical even when that is not the focus of the research. Further, our response to narrative inquiry is not always analysis but often turns to story instead.

This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.

Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic routes for their ongoing learning. Hence, there is a need for tools that can help define and assess STEs’ competence. The purpose of this theoretical paper is to highlight central knowledge domains for STEs. We draw on previous work and add perspectives from current trends in science education and teacher education to describe four knowledge domains for STEs: natural science, science education in school, science teacher education and science education research. The main contribution of the paper is an updated conceptualisation of the nature of STEs’ knowledge and qualifications, taking into account current requirements for future-oriented science education and teacher education including deeper learning and critical thinking skills, cross-curricular work, education for sustainable development, and research-based teacher education. The four knowledge domains can serve as a tool for identifying needs, recruiting staff with desired expertise, and tailoring interventions to support professional development for STEs from various backgrounds.

PurposeThe article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.Design/methodology/approachAs an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen et al. (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019.FindingsThe article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education.Research limitations/implicationsIt has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive.Practical implicationsIt provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research.Originality/valueIt is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach.

The purpose of this study was to examine the factors attributed to teacher candidates’ perceptions of self-efficacy throughout their student teaching semesters. This study used a narrative inquiry methodology to enhance the researcher’s understanding of variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates. In this study, the purpose of using a narrative inquiry methodology was to share the stories of content area teacher candidates’ student teaching experiences and inform teacher educators about the extent to which teacher education preparation affects the self-efficacy of beginning content area teachers, as well as which recurrent elements of teacher education affect the self-efficacy of beginning teachers, regardless of their respective content areas. The findings of this study suggest that teacher education preparation affects the self-efficacy of secondary teacher candidates across the content areas; accordingly, the findings of this study provide insight for teacher educators to consider the areas where teacher education programs are failing to provide adequate preparation. The 10 teacher candidates who participated in this study emphasized the value of adequate preparation throughout their teacher education programs to help inform their student teaching experiences. In order to feel prepared for student teaching and effective as teacher candidates, the 10 participants referenced the following areas as requiring further implementation within teacher education curricula: increased opportunities to apply the practical application of their teaching skills prior to the student teaching experience, the incorporation of classroom management strategy coursework into their curriculum, and opportunities to explore the extensive demands of the teaching profession ranging from time management to dealing with difficult parents, to name a few.

PurposeEarly career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher’s (2011) Critical Integral Pedagogy of Fearlessness, this study aims to recognize the narrative power within teaching praxis as Nora stories herself toward becoming a critical pedagogue.Design/methodology/approachUsing narrative inquiry methodology and methods (Clandinin and Connelly, 2000), the authors simultaneously considered the commonplace tenets of narrative inquiry – temporality, sociality and place – of the intertwined relationships of the participants and observers. The field texts included in the corpus of data include myriad tellings of Nora’s experiences in her initial years of teaching ELA. Data were analyzed in stages of parsing out narrative blocks and structures.FindingsThe findings indicate that Nora, as an ECT, went through recursive cycles of fear as conceptualized by Fisher (2011) – bravery, courageousness and being fear-less – of working toward radical love (Hooks, 2000) within her ELA instruction. The authors argue that Nora confronted her personal and professional fears as she strove to become a critical pedagogue in her ELA classroom.Originality/valueCurrent scholarship portrays ECTs as lacking agency in their development and/or effectiveness in the classroom and little is said about Asian American ELA ECTs and critical instruction. The authors present Nora’s counter-narrative to make visible what is right with ELA ECTs, specifically teachers of Color, as they transform their fear into courage to fight for educational equity.

This study aims to explore the challenges and tasks associated with narrative inquiry in the context of Korean education. To this end, it first reviews the process by which narrative inquiry methodology was introduced and established, and then investigates how it has been embraced-particularly in the field of Korean education-through translated works, monographs, and academic journal articles. Next, building on a theoretical review of the defining characteristics of narrative inquiry and the role of the narrative inquirer, the study reflects on how participants’ experiences which clearly illustrate the Korean context, were explored within a three-dimensional narrative inquiry space by drawing on the author’s own case. Finally, in light of narrative inquiry theory, it discusses several pivotal moments in the author’s journey to becoming a narrative inquirer, addresses key issues and dilemmas encountered in the research process, and proposes tasks necessary to further advance narrative inquiry in Korean education.

Clandinin and Connelly’s narrative inquiry methodology was used to understand the lived and told stories of two emerging adult women (aged 18–29) living with chronic pain. The aim of this paper is to share the experiences of the first author—a graduate student and novice researcher—of creating relational spaces with emerging adult women living with chronic pain, and the experience of co-creating knowledge through the methodological lens of narrative inquiry. There are 12 qualitative touchstones that narrative inquirers attend to when using narrative inquiry, and we present the experiences of a novice narrative inquirer in relation to selected touchstones. Narrative inquiry can greatly contribute to nursing knowledge, and implications for nursing practice and research are discussed.

The sociocultural ways of conceptualizing human learning in general education have given rise to various sensitive and time-consuming tools of knowledge production for both the researcher and the researched. The gravity of the situation is more noticeable in narrative inquiry methodology, which has gathered momentum in both general education and second language teacher education (SLTE) because it requires long engagement with participants and (re)telling of tales of success and failure. However, the ethicality of this knowledge production tool has remained in the periphery of academia. Grounded in our data, we present a case for a critical-event approach to narrative inquiry, indicating how the participants’ engagement in the research process enabled them to externalize their feelings, verbalize their everyday and scientific theories and, ultimately, systematically examine their teaching philosophy and develop ecologically valid pedagogical practices. These 3 functions of narrative inquiry seem to enhance the ethicality of narrative inquiry research methodology.

The purpose of this qualitative, narrative inquiry was to understand teaching presence as an element of the community of inquiry model within online courses as described through the experiences of adult learners as nontraditional students. A narrative inquiry methodology was chosen to explore the lived experiences of 7 adult learners who completed at least 1 online graduate course during the previous 6 months at a large university in the northeastern United States. Each participant recounted stories of experiences of online teaching presence during a series of 3 semistructured, virtual interviews. The research question that guided the study was the following: What can be learned from the stories that adult learners tell about their experiences of teaching presence in completing their graduate work online? Through narrative data analysis, 4 themes emerged and as key findings. These findings are framed as reminders to instructors of online courses: 1. Design content that is relevant to adult learners. 2. Communicate clearly and effectively. 3. During instruction and facilitation, be present in teaching. 4. Bring humanity to the online environment. This study contributes to the literature in its use of a narrative inquiry methodology to explore this topic and in furthering the voices of adult learners in research about online learning.

Purpose Canadian epidemiological data suggest an increasing number of HIV infections among people from HIV-endemic countries, including sub-Saharan Africa. Currently, there are few studies that focus on the lived experience of HIV illness among Canadian residents of African ancestry. The purpose of this paper is to study the lived experiences of African immigrants living with HIV in Canada, using narrative inquiry methodology. Design/methodology/approach This qualitative study focussed on the experiences of sub-Saharan African immigrants living with HIV in Alberta, Canada. Using the philosophical underpinnings of narrative inquiry methodology (Clandinin, 2013), three African immigrants living with HIV in Alberta contributed to this study over an extended period of time. Between five and six interviews were conducted with each participant, over a period of 12 months. Interviews were digitally recorded, transcribed, and negotiated with each participant during analysis to uncover the experience and meaning of living with HIV as African immigrants in Canada. Findings The researchers found several narrative threads related to: stigma, social, and family exclusion; as well as HIV illness as a complex personal, familial, and social experience. Also, narratives across different geographic and social spaces shaped the complex experience among African immigrants living with HIV in their new host country of Canada. Research limitations/implications The authors recognize that the sample size, though appropriate for narrative inquiry study, was small. The intention with this research was not to generalize findings to the broader African immigrant community that is affected by HIV illness in Canada. Rather, the intent was to demonstrate a deeper understanding of lived experience, among African immigrants living with HIV in Canada. Social implications The findings show the complex personal, familial, and societal factors that shape the experience of living with HIV and HIV-related stigma among African immigrants. It is important to understand such factors and the experience of HIV-related stigma because such experiences impact access to health and social services, as well as health and social outcomes of immigrants living with HIV. Originality/value This is the first Canadian study to examine lived experience of African immigrants living with HIV in Canada. This study demonstrates a deep understanding of lived experience, among African immigrants living with HIV in Canada. Complex personal, familial, and societal factors shape the experience of living with HIV and HIV-related stigma. Based on the findings of this study, further research is needed to: study more closely the familial contexts of African families affected by HIV in Canada; explore the social and political landscapes that impact the experience of HIV illness and related stigma in Canada, in the context of migration and settlement; and examine the relationship between these experiences and the health and social outcomes of African immigrants living with HIV in Canada.

Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially, lead storied lives. People shape their daily lives by stories of who they and others are and as they interpret their past in terms of these stories. Story, in the current idiom, is a portal through which a person enters the world and by which his or her experience of the world is interpreted and made personally meaningful. Viewed this way, narrative is the phenomena studied in inquiry. Narrative inquiry, the study of experience as story, then, is first and foremost a way of thinking about experience. Narrative inquiry as methodology entails a view of the phenomena. To use narrative inquiry methodology is to adopt a particular view of experience as phenomena under study. (Connelly & Clandinin, 2006, p. 377)

Patients’ Experiences With Vehicle Collision to Inform the Development of Clinical Practice Guidelines: A Narrative Inquiry