Abstract
This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan — a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider’s views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.
Highlights
BackgroundI initially heard the term narrative research during my Ph.D. coursework
As narrative studies in educational research in Pakistan are rare; my readings in the domain and classroom discourses with my professors during the PhD coursework led me to use narrative approach in my study PhD thesis which was based on the study of teachers and teacher educators’ lives and identities
Narrative Studies in Pakistan journal entries provided a complete account of my reflections, thinking process, feelings and evolution of thoughts (Connelly & Clandinin, 2006) during the study
Summary
I initially heard the term narrative research during my Ph.D. coursework. Narrative Studies in Pakistan journal entries provided a complete account of my reflections, thinking process, feelings and evolution of thoughts (Connelly & Clandinin, 2006) during the study. To conceptualize the very notion of narratives and to clarify some of the confusions, I read the related review of the literature (Connelly & Clandinin 1990; Connelly & Clandinin, 2006; Cole & Knowles, 2001; Goodson, 1992; Goodson & Sikes, 2001; Knowles, 1992) talked to narrative researchers and read Ph.D. dissertations where the researchers had used narrative approach (Ashraf, 2004; Halai, 2002; Niyozov, 2001), which helped me to develop my own initial conceptions
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