Using Narrative Inquiry and Analysis of Life Stories to Advance Elder Learning

Preface: Understanding Women’s Lives and Trauma Through Narrative Research and Analysis

1. Locating Narrative Inquiry in the Interdisciplinary Context Scientific Research and Qualitative Research in Tandem Narrative Inquiry Narrative Inquiry in Different Disciplines Some Cautionary Tales About Narrative Inquiry Narrative Inquiry as the Synergy of Interdisciplinarity Learning to be a Storyteller in the Interdisciplinary Context Conclusion: A Falling Apple 2. Philosophical/Theoretical Underpinnings of Narrative Inquiry The Role of Theory Philosophical/Theoretical/Interpretive Paradigm Theory and Narrative Inquiry Critical Theory Critical Race Theory Feminist Theory Phenomenology Poststructuralism/Postmodernism/Deconstruction Dewey's Theory of Experience Bakhtin's Theory of Novelness Conclusion: No Theory Used as a Procrustean Bed 3. Narrative Research Design: Engaging in Aesthetic Play Engaging in Aesthetic Play Standards for Humanities-Oriented Research Learning to Think Narratively Plowing Before Sowing: On Reviewing the Literature Developing Good Research Questions Imagining the Researcher-Participant Relationship: From Spy to Friend Ethical Issues in Narrative Inquiry Qualitative Writing vs. Scientific Writing Imagining Narrative Writing as Aesthetic Play Conclusion: Where Your Heart Belongs 4. Narrative Research Genres: Meditating Stories Into Being Narrative Inquirer as a Midwife Narrative Research Genres Autobiographical Narrative Inquiry Biographical Narrative Inquiry Arts-Based Narrative Inquiry Literary-Based Narrative Inquiry Visual-Based Narrative Inquiry Conclusion: Blurring Genres 5. Narrative Data Collection Methods: Excavating Stories Narrative Thinking Interview Logistics Types of Qualitative Interview Narrative Interviewing Fieldwork Artifacts: Cabinets of Curiosities or Cabinets of Wonder Visual Data Digital Archival Data Conclusion: Excavating Stories as Data 6. Narrative Data Analysis and Interpretation: Flirting With Data On Flirtation Qualitative Data Analysis Theorizing Narrative Data Analysis and Interpretation Methods of Narrative Data Analysis Narrative Analysis in Narrative Genres Conclusion: Variegations of Narrative Analysis and Interpretation 7. Narrative Coda: Theorizing Narrative Meaning On Coda Researching Signature Answering the Question So What? Desiring and Audience Avoiding an Epic Closure Theorizing Findings Planting the Seed for Social Justice Becoming a Scheherazade Conclusion: Ongoing Stories 8. Critical Issues in Narrative Inquiry: Looking Into a Kaleidoscope Looking into a Kaleidoscope Contradicting Stories: The Rashomon Effect Temptation of Backyard Research On Reflexivity On Bricolage and Bricoleur On Small Stories Storytelling as Performance Conclusion: Pushing the Boundary of Narrative Inquiry 9. Examples of Narrative Inquiry: Theory Into Practice Narrative Inquiry as Phenomenon and Method Narrative Inquiry as Oral History Narrative Inquiry as Life Story Narrative Inquiry as Autoethnography Narrative Inquiry as Creative Fiction Narrative Inquiry as Fiction Conclusion: Learning to be a Storyteller 10. Epilogue

This research was conducted to discover whether the implementation of the IBL (Inquiry-Based Learning) model can improve EFL students’ critical thinking skills and to what extent the IBL model influences their critical thinking skills. This research implemented an explanatory research design. The sample was the students of the English Education Study Program who were taking the subject of Writing in Professional Context at one of the public universities in Central Sulawesi. The instruments used to collect data were tests and interviews. The data that were obtained in this research were analyzed quantitatively and qualitatively. The results show that the implementation of the IBL model is effective in improving the EFL students’ critical thinking skills. This achievement has to be supported by the implementation of a proper inquiry-based learning model. By implementing the IBL model, there is an increase in EFL students’ critical thinking skills in six aspects: interpretation, analysis, inference, evaluation, explanation, and self-regulation.

This chapter proposes the hybrid inquiry-based learning (HIBL) model, a novel pedagogical model based on inquiry-based learning (IBL). In IBL, learning is achieved by questioning and learners are encouraged to invent new hypotheses instead of investigating questions posed by the instructor. This chapter first provides a holistic description of IBL. It begins with a brief history and survey on learning perspectives, pedagogical background of IBL is also provided. The IBL model, its implementations and variations, as well as the comparison of its pedagogical features against traditional teaching approaches are also given. This chapter further contributes the hybrid inquiry-based learning (HIBL) model, a new IBL model that integrates traditional and ICT-based implementations of IBL. By leveraging on the advantages of both classroom-based and web-based learning, the best sides of IBL can be elicited. A detailed example in Information Security education is also provided to illustrate the HIBL model.

This methodology utilizes narrative analysis and the elicitation of life stories as understood through dimensions of interaction, continuity, and situation. It is congruent with Aboriginal epistemology formulated by oral narratives through representation, connection, storytelling and art. Needed for culturally competent scholarship is an experience of research whereby inquiry into epiphanies, ritual, routines, metaphors and everyday experience creates a process of reflexive thinking for multiple ways of knowing. Based on the sharing of perspectives, narrative inquiry allows for experimentation into creating new forms of knowledge by contextualizing diabetes from the experience of a researcher overlapped with experiences of participants--a reflective practice in itself. The aim of this paper is to present narrative inquiry as a relational methodology and to analyse critically its appropriateness as an innovative research approach for exploring Aboriginal people's experience living with diabetes. Narrative inquiry represents an alternative culture of research for nursing science to generate understanding and explanation of Aboriginal people's 'diabetic self' stories, and to coax open a window for co-constructing a narrative about diabetes as a chronic illness. The ability to adapt a methodology for use in a cultural context, preserve the perspectives of Aboriginal peoples, maintain the holistic nature of social problems, and value co-participation in respectful ways are strengths of an inquiry partial to a responsive and embodied scholarship.

The purpose of research was to find out: (1) The implementation of research-based learning model in SMAN 2 Bantul as a learning innovation of Curriculum 2013, (2) The implementation of research-based learning model in History learning in SMAN 2 Bantul. This research was a qualitative descriptive research using the qualitative approach of case study in SMAN 2 Bantul. Research subjects were the principal, the curriculum coordinator, the History teachers, and the students. The data obtained in the research were in the form of direct information from the subject, the observation and facts documents in the field in accordance with the research focus. The process of testing the data validity done in this research included the triangulation and reference materials. The data analysis techniques used in this research was Miles and Huberman’s model that were data reduction, data display, and conclusion drawing / verification. The results of the study are as follows: (1) Research-based learning model can be a role model for other senior high schools that implement Curriculum 2013. In its application in the school, this learning model was being regularized extracurricular for grade X students, as the introduction to research until the real practice in the field, hoping that when they become grade XI and XII students, this research-based learning can be applicable to each subject. Besides, this learning model can strengthen the character education and also deepen the knowledge of the students. (2) In History learning, this research-based learning model can improve students' thinking ability that can be seen from their ability in discussing and expressing opinion that was much better than before. The research-based learning model applied to the History learning created a new learning model that was named the Research-Based History Learning Model.

I was deeply humbled by the opportunity to share an earlier version of this chapter as an invited keynote at the 2018 NIME6 Conference, particularly given the conference emphasis on Listening to Voices Seldom Heard. Over the past three and one-half years I have been privileged to come alongside a young girl and family of Metis ancestry as we have together engaged in narrative inquiry. Early in the inquiry I asked local Cree Metis Elder Gloria Laird to guide and think with me. As I shared with her during one of our visits my tensions around beginning to co-compose interim research texts with this young child co-researcher, she shared this teaching: “Children and youth want to know that we, as adults, are listening to them; it is important for us to let them know we are listening.” Pondering this teaching, I slowly understood that the everyday forms, materials, processes, and practices that shaped this young girl’s and my relationship and our day to day living of our inquiry also needed to shape our co-making of interim research texts. This chapter shows how my awakening to my need to attend to her everyday ways of knowing, being, doing, and relating was key in shaping the relational resonance she experienced as we co-composed and negotiated interim research texts. I see relational resonance as central in my relational ethical responsibilities alongside this young child and her family and future child and family co-researchers whom I may come alongside in narrative inquiry.

Higher order thinking skills are life skills that scientists need to have in solving problems related to scientific work. This study aims to develop an inquiry-based active learning model to build higher order thinking skills as well as to improve learning outcomes in teaching General Chemistry. This research was conducted at the Faculty of Teacher Training and Education, Universitas HKBP Nommensen, involving 50 undergraduate students who are studying General Chemistry. The research stages are carried out by providing inquiry-based innovative learning resources for Inorganic Chemical Reactions, followed by standardization and validation of teaching materials, and implementation of innovative learning resources for active learning.. The assessment of the inquiry task resulted in students’ activities is categorized good (M=64.11±5.48), Inquiry based learning has been able to build students’ higher-order thinking skills in good category (M=74.53±14.67). Students master the concept of chemical reactions well, which is indicated by the high average score on learning outcomes in the experimental group (M=75.16±15.48) is higher than in control group (M=60.16±15.07). Both groups are significantly different (ttest 3,082 >ttabel 1,386). The inquiry-based active learning model is relevant to be used in teaching General Chemistry during abnormal times of the Covid-19 pandemic and even better on normal times.

This research was conducted because there is a problem of low critical thinking among students in learning Social Studies in elementary schools. Improving critical thinking skills in students, requires an appropriate learning model and interesting learning media, namely by using the Inquiry-Based Learning model with the help of animated videos. The purpose of this study was to determine the difference in critical thinking of students given the Inquiry-Based Learning model and the Lecture model. This study used the 2x2 Quasi Experiment method with a sample of 56 students from the experimental group and the control group. The results of this study showed that: (1) the ability to think critically between students who learn with the Inquiry-Based Learning model higher motivation compared to students who learn with the Lecture model (2) there is an interaction between the learning model on the critical thinking ability of students (3) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning learning model is higher than the Lecture model with high motivation (4) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning model is higher than the Lecture model with low motivation.

This paper describes the procedures undertaken in a qualitative study that used nurses' stories to examine the influence of Gestalt therapy training on the professional practice of psychiatric nurses. The paper places narrative research methodologies within a nursing context before introducing narrative inquiry, specifically narrative analysis methodology. Procedures used in the study are subsequently described in sufficient detail to serve as a guide for novice researchers interested in undertaking a narrative analysis study. An exemplar of a storied outcome is provided to evidence the product of the narrative analysis research process. The paper concludes with reflections on the importance of articulating the process of narrative analysis as a means of developing interest and competence in narrative research, and using nurses' stories as a means of exploring, understanding, and communicating nursing practice.

How do older adults learn to tell a ‘new’ story about, through, and with the body? We know that narratives are embodied, lived and central to the process of meaning-making—and as such, they do not lie in the waiting for telling, but are an active part of everyday interaction. Telling stories about ourselves to others is one way in which our identity may be performed, and is intricately connected to the social contexts within which it occurs. Narrative analysis, therefore, requires attention to stories told in both structured research settings as well as within everyday talk and interaction. Drawing upon data generated during a 14-month ethnography of a women's-only running group in the UK, we use the concepts of ‘big stories’, ‘middle stories’ and ‘small stories’ as an analytical framework to demonstrate the dynamic nature of identity and narrativity in context [Bamberg, M. (2006). Biographic-narrative research, quo vadis? A critical review of ‘big stories’ from the perspective of ‘small stories’. In K. Milnes, C. Horrocks, B. Roberts, & D. Robinson (Eds.), Narrative, memory and knowledge: Representations, aesthetics and contexts (pp. 63–79). Huddersfield: University of Huddersfield Press; Bell, N. J. (2009). Making connections: Considering the dynamics of narrative stability from a relational approach. Narrative Inquiry, 19(2), 280–305; Freeman, M. (2006). ‘Life “on holiday”? In defense of big stories.’ Narrative Inquiry, 16(1), 131–138; Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122–130]. Alongside examples of stories in each dimension, we untangle the complexity of becoming active for mid- and later life participants. We discuss the analytical possibilities of taking a relational approach to narrative analysis, changing the focus from the (oft studied) structural properties of narrative to narration as a process [De Fina, A., & Georgakopoulou, A. (2008). Analysing narratives as practices. Qualitative Research, 8(3), 379–387; Sools, A. (2013). Narrative health research: Exploring big and small stories as analytical tools. Health: An Interdisciplinary Journal for the Social Study of Health, Illness & Medicine, 17(1), 93–110]. In doing so, we explore the ‘hows’ of identity change (or narrative identity creation)—offering insight into complex and shifting body–self relationships and their accompanying uncertainties, ruptures and discontinuities.

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

This study aims to describe the application of the Inquiry-Based Learning (IBL) model in improving the speaking skills of high school students in Klaten Regency. The background of this study is based on the low speaking skills of students in Indonesian language learning, which is still dominated by lecture methods and does not provide enough space for students to express themselves. The research approach used was qualitative descriptive with the research subjects consisting of one Indonesian language teacher and six 11th grade students at a public high school in Klaten Regency. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the application of the IBL model through five main stages—orientation, question formulation, exploration, explanation, and reflection—successfully created an active, collaborative, and communicative learning atmosphere. Students became more courageous in expressing their opinions, thinking critically, and arguing logically. In addition, IBL helped foster language ethics, self-confidence, and structured speaking skills. Factors supporting the successful implementation of this model included the role of the teacher as a facilitator, a conducive learning environment, and learning topics that were relevant to students' lives, while obstacles included shyness, differences in speaking abilities among students, and limited learning time. Overall, this study concludes that the Inquiry-Based Learning model is effective when applied to Indonesian language learning to improve the speaking skills of high school students in Klaten Regency because it is able to harmoniously integrate cognitive, affective, social, and linguistic aspects.

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.

This study aims to analyze students' understanding of concepts in the material of momentum and impulses using research-based learning (RBL) models. This type of research is quantitative research with a descriptive approach. The population in this study were students of class XI of SMA 3 Bireuen, the subjects in this study were students of class XI2 of SMA 3 Bireuen as many as 30 students. The results of this study indicate that 30 students in class XI2. 53.3% of students in the category understood the concept, 20% students in the guessing category and 26.7% students in the don't understand the category. This shows students will better understand the concepts of momentum and impulses by using research-based learning models.