Narrative Inquiry Methodology Research Articles

Mothers, social capital and children’s physical literacy journeys in rural Australia

ABSTRACT In rural communities in Australia, the provision of sport and physical activities for children almost exclusively relies upon parents and their ability to access and contribute to facilities, funding, volunteers, and administration. This paper brings Putnam’s social capital framework to Whitehead’s conceptualisation of physical literacy as a journey to offer original insight into children’s sport participation and the opportunities arising for physical literacy development in rural communities in Australia. Changes in sport participation in Australia and directions in sport policy set an important context for the project, which is located in a small rural community in Western Australia. It was recognised that access to and engagement with both formal and informal sport environments were important to examine, particularly given participation trends and the need to consider issues of equity and inclusivity concerning the physical literacy opportunities for children in diverse rural communities. Narrative inquiry methodology enabled in-depth exploration of issues of access and opportunity created through rural mothers’ social resources and identity. Participants provided rich insights into the realities and complexities of the rural social landscape and how this impacts their children’s participation. Data illustrates the importance of conceptual links between social capital and physical literacy development. The paper provides new perspectives for policymakers and the local community to consider in seeking more significant equity in children’s sport participation and physical literacy development in rural communities.

Narrative Inquiry into the Challenges of Implementing XR Technologies in Education: Voices from Future Hub 2023

This research explores the multifaceted challenges and opportunities inherent in the integration of Extended Reality (XR) technologies—comprising Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR)—within educational contexts. Utilizing a narrative inquiry methodology, this study draws upon the experiences and perspectives of participants at the Future Hub Forum 2023, a gathering of researchers, educators, and technologists specializing in immersive learning technologies. Through the collection and analysis of narrative materials, including interviews, presentations, and observational data, the study aims to elucidate the complex interplay of technological, pedagogical, and infrastructural challenges that influence the adoption and effective use of XR technologies in education. Key findings reveal significant barriers to widespread XR integration, including issues of access and affordability, which exacerbate existing digital divides; challenges in training and securing buy-in from stakeholders; content creation and deployment hurdles; and infrastructural and administrative obstacles. Despite these challenges, the study also uncovers a collective optimism about the transformative potential of XR technologies to revolutionize pedagogical approaches and learning outcomes, provided these barriers can be overcome. The implications of this research extend beyond the immediate context of XR technology implementation, offering insights into broader questions of educational equity, the evolving landscape of digital pedagogy, and the future of immersive learning experiences. By highlighting the voices and experiences of those at the forefront of XR adoption in education, this paper contributes to a deeper understanding of the conditions necessary for the successful integration of these technologies into diverse educational settings. Through its narrative approach, the study also underscores the value of storytelling and personal narratives in uncovering the nuanced realities of educational technology adoption, offering a rich, contextualized perspective that quantitative methods alone may not capture.

"Connecting the Dots” for Recruiting Secondary Science Teachers in Urban Schools: An Exploration of Career Choice for Undergraduate Science Majors

AbstractDespite critical shortages of secondary science teachers in urban schools, relatively little research has focused on the recruitment of undergraduate science majors to teach in urban contexts. This study utilized a retrospective narrative inquiry methodology to explore the career pathways of 14 undergraduate science majors into secondary science teaching. The primary data source was interviews that were conducted at the beginning of an urban teacher education program. Interviews were analyzed through the framework of social cognitive career theory (SCCT) to identify the characteristics, beliefs, and experiences that featured prominently in their narrativizations of their career pathway into urban science education. Findings highlight a non-linear process of career choice characterized by three themes: rejecting traditional science careers, reevaluating their interests and skills for teaching, and prioritizing socially oriented career goals. Implications for enhancing the recruitment of undergraduate science majors into urban science teaching include transforming undergraduate science majors to value teaching careers and taking a more community-based approach to science teacher recruitment.

The Maternal Health Literacy of South Asian Newcomer Mothers and Canadian-born Mothers: A Narrative Inquiry Using Propositional Analysis

Objective: First, this comparative analysis of comprehension aimed to guide care and assist with health education research and practice as indicated in mothers stories of learning. Second, this research aimed to determine the comprehension processes of participants by comparing and characterizing the quantity and quality of the concepts’ mothers use in their narratives. Maternal health literacy (MHL) allows mothers to apply health information across all healthcare settings to make decisions about their health. Comprehension and reasoning are essential MHL skills for applying health advice. Methods: Using narrative inquiry methodology and transformative learning theory as the lens, the comprehension processes of English-speaking South Asian Newcomer Mothers (SANMs) (n=7) were compared with those of English-speaking Canadian-born mothers (n=7). Through semi-structured interviews, the mothers discussed their comprehension of ultrasound examination preparation, health risk information, and shared decision making. Themes were identified using inductive thematic analysis, with two reviewers identifying latent themes concerning situational and sociocultural MHL practices. Then, excerpts were explicated using propositional analysis, which systematically identified the features of thought and behavior at an individual level, to identify semantic features of discourse comprehension as a form of methodological triangulation. Next, the narratives were quantified to identify latent patterns of comprehension processes, conceptual knowledge, and semantic discourse features. Results: The key findings indicated that mothers demonstrate MHL through reifying, posturing, and volition, and that all mothers engage in knowledge-building activities and experiential learning in their communities to learn relationally from each other. Conclusion: Ultimately, MHL empowers all mothers to become more engaged during medical appointments and in health decision making.

“Going From Strength to Strength”: Delving into Professional Identity Formation of Veterinary Curriculum Leaders: A Narrative Inquiry

Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum), are student-oriented, want to make a difference, and prioritize teaching and pedagogy in their work. However, as they work to enhance curriculum development, they experience tensions in their role. This study built on previous quantitative findings, and aimed to explore further how curriculum leaders respond to tensions, and how their identity is constructed and supported in a way that means they can thrive in their role. Using self-determination theory and narrative identity as conceptual frameworks, nine curriculum leaders were interviewed about their experiences. Narrative inquiry methodology enabled in-depth interpretations to be drawn about identity influences and participants’ responses to conflict and dissonance. Curriculum leader identity was defined as being student-centered, change-oriented, valuing both clinical (particularly general practice), and pedagogical expertise while engaging in hard work and service to achieve pedagogical goals. Participants were skilled in leading change and had developed skills and personal attributes for this. Leading change involved experiences of conflict and tension that were personally meaningful, evoking feelings of identity dissonance that were characterised by either emotional resilience or disaffection and frustration. This response depended on social identity influences, including opportunities to network with like-minded peers, recognition of achievements from influential others, institutional advocacy for change, and support for advanced pedagogical training.

Health education as a strategy for improving quality of life

The study addresses the intricate interaction between education, health, quality of life, and intrinsic and extrinsic factors, highlighting the importance of these elements in shaping individual and collective well-being. Education is recognized as a comprehensive process of knowledge transmission, playing a crucial role in empowering individuals to make informed decisions about their health and quality of life. Local culture is identified as an essential component in shaping lifestyle habits, emphasizing the importance of effective local education in promoting healthy practices and community awareness. The study adopted a qualitative narrative research methodology, aiming to synthesize available knowledge on the topic through national theoretical references from the Scielo and LILACS databases. The analysis focused on the relevance of health education as a strategy for improving quality of life. Results and discussions underline the significant influence of education on health, indicating that individuals with higher education levels have better health literacy. The discussion extends to the influence of current policies, represented by the Unified Health System and fund transfer programs that prioritize education, establishing conditions that promote access to information and health. The conclusion emphasizes the intrinsic connection of these issues to quality of life, highlighting the importance of investing in education to empower individuals to interpret information and promote their health.

Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education

PurposeThis study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.Design/methodology/approachThis research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.FindingsThe study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.Originality/valueThis research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

EXPLORING STUDENTS’ VOICES ON SNBT ENGLISH LITERACY: A NARRATIVE INQUIRY APPROACH

This research study examines the challenges encountered by high school students in Indonesia while acquiring English literacy skills for the National Selection Based on Test (SNBT) examination. The research uses a narrative inquiry methodology to gather qualitative data from two participants who come from diverse backgrounds. The researcher aims to gain a thorough understanding of the participants' experiences, perceptions, and challenges associated with the SNBT examination. Using open-ended questions and probing techniques, the researcher was able to identify recurring themes, patterns, and significant insights. Thematic analysis was employed to identify and analyze the main themes and sub-themes that emerged from the respondents' narratives. The findings of the research indicate that language, psychological, and environmental challenges were identified as the primary obstacles. The findings underscore the significance of catering the varied learning needs of students, including language support and personalized instruction. Moreover, offering explicit guidance on the format and requirements of the SNBT test can better prepare students for success. Additionally, integrating technology, such as online resource and tools, into the language curriculum can enhance engagement and provide valuable learning opportunities. These recommendations aim to empower students by equipping them with the necessary tools and support to navigate the challenges of English literacy acquisition and excel in the SNBT examination.

Student-Led Individualized Education Programs: A Gateway to Self-Determination.

The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

Language teacher educator agency: An ecological perspective of contributions for identity construction

Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, little research is available on their agency. In response to this gap of knowledge, this study drew on an ecological theoretical framework and explored the agency and identity construction of Iranian LTEs. Grounded in a narrative inquiry methodology, data were collected from narrative frames and semi-structured interviews. Analyses of the data revealed that power and interpersonal relationships were key to the LTEs’ constrained and facilitated agency, respectively. Collectively, the findings show that although power ecologies perform negatively in sanctioning LTEs’ agency and identity, such ecologies motivate LTEs to strive toward becoming more caring through enacting agency strategies that build on discursive meaning-making processes among LTEs and teachers. Based on the findings, we provide implications for policymakers and teacher educators in regard to how partnership initiatives could be established so that a more professional environment is provided for teachers and LTEs, especially in relation to the role of language in such partnerships.

A Narrative Inquiry to Explore Lived Experiences of Women Pursuing PhDs in South Africa

The journey experienced by women in higher education spans across the areas of teaching, research and leadership. As academics and scholars within these areas, women professionals find few opportunities to share what and how they have navigated this space. Adding in the complexity and challenges of pursuing a PhD to the existing burden placed on women in a gender-segregated environment can be taboo. In this paper, a novel methodology of Narrative Inquiry of reflective writing is used to explore the stories that may be difficult to articulate. We explore the experiences of women as they discover their leadership competencies and academic identities, and the support, motivation and successes they harnessed to complete their PhD. The collaborative sharing of these poetic pieces highlights new ways to actively engage outside of the existing closed communities. While we know that no two lived experiences are the same, this study will draw on the diversity of the experiences as a unifying and enabling narrative for other women on this path.

El liderazgo ético en las empresas: la clave para transformar la rutina ordinaria en acciones extraordinarias

The main objective of this paper is to analyze the relevance of ethical leadership in business, organizational and institutional contexts. The paper follows a systematic narrative research methodology. The paper proposes that the management of an organizational culture focused on ethical leadership can enable professional performance to achieve better results by transforming ordinary routine into extraordinary actions.

Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher

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.

A Narrative Inquiry of Critical Events Supporting Professional Identity Formation in Introductory Pharmacy Practice Experiences

ObjectiveProfessional identity formation (PIF) is the process of internalizing a profession’s core values and beliefs so that one begins to think, act, and feel like a member of that profession. PIF occurs over an individual’s professional socialization in stages, precipitated by critical moments or experiences. The purpose of this study was to answer the following: (1) What are the critical events for pharmacy student PIF in introductory pharmacy practice experiences?; and (2) How do these events support or challenge PIF? MethodsThis study used critical event narrative inquiry methodology. A critical event is an experience that creates a change in understanding and affects professional performance. Semistructured interviews were conducted with pharmacy students who completed introductory pharmacy practice experience rotations in community (first year) and hospital (second year) settings. Interviews were coded and analyzed using narrative analysis. ResultsTwelve first-year and 10 second-year students participated in this study. Narratives revealed that common experiential education experiences resulted in a deeper understanding of core role elements (ie, professional autonomy, responsibility, interprofessional collaboration, and patient-centered care), leading to changes in agency, knowledge, and anticipated future behaviors. While first-year participants’ narratives mainly focused on understanding pharmacist roles (“what”), second-year participants focused on understanding the process to fulfill those roles (“how to”). Emotions, assuming responsibility, external validation, and preceptor guidance supported these events. ConclusionCritical events in introductory pharmacy practice experiences affect and shape pharmacy students’ PIF. These events are relevant to pharmacy education because these experiences can result in changes in knowledge, agency, or future behaviors for students.

“¿Y tu novio? Where’s Your Boyfriend?”: A Cultural-Ecological Analysis of Latinas’ Narratives of Teen Dating Experiences

There is a dearth of research examining the dating experiences of Latina teens—a large and rapidly growing population in the U.S. that reports high rates of teen dating violence. The purpose of this qualitative research was to explore Latinas’ teen dating experiences and the familial and sociocultural factors that impact them using a cultural-ecological perspective. Twenty-five first-, second-, and third-generation immigrant Latinas between the ages of 18 and 23 participated in the research. A purposive sample was drawn from the New York City (NYC) metropolitan area. We applied a critical narrative inquiry methodology to conduct in-depth narrative interviews with participants, following protocols approved by the IRB. We employed an inductive and iterative analytic process that combined holistic- and categorical-content approaches to identify themes within and across narratives. We identified the following themes: (1) cultural expectations and norms, (2) parents’ rules and expectations, (3) covert relationships, and (4) violence and control. This study’s findings highlight the importance of considering the cultural-ecological context in examinations of Latina teens’ dating experiences, with particular attention to how gendered power dynamics shape Latina teens’ dating experiences across multiple levels.

Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary

Introduced in 2021, M-Reader is a digital application designed to promote Extensive Reading. Mataloko Seminary, recognizing its potential, has employed M-Reader to enhance both student literacy and identity formation. With this context in mind, this research sought to answer two pivotal questions: (1) How has Mataloko Seminary integrated Extensive Reading into its curriculum? and (2) To what extent does Extensive Reading via M-Reader influence the identity of seminarians on their journey to priesthood? Employing a narrative inquiry methodology, the study meticulously examined the application of M-Reader in extensive reading practices and its consequent impact on seminarian identity. Data was meticulously collated through semi-structured interviews with three students from grades 10 and 12, all hailing from Mataloko. This data, systematically categorized and analyzed using Microsoft Excel, revealed that M-Reader-supported extensive reading at Mataloko Seminary adheres to ten established principles of extensive reading. Furthermore, the program emerged as a pivotal tool in molding the seminarians' identity across four critical dimensions: human, intellectual, pastoral, and spiritual. These findings underscore the potential benefits for other educational institutions targeting comprehensive identity development: the incorporation of digital extensive reading tools like M-Reader can be a game-changer.

Towards Sustainable Water Resources Management Considering Climate Change in the Case of Saudi Arabia

Saudi Arabia is one of the most water-scarce nations in the world, with a huge demand-supply gap, and the situation is expected to worsen due to climate change. Conventional surface water resources are limited, while nonrenewable groundwater sources are depleted. To build a more resilient and sustainable water sector, the production of non-conventional water resources, specifically desalinated seawater and treated domestic wastewater, has steadily increased in recent years. As the country lacks perennial water resources, such as rivers or water bodies, it relies mainly on nonrenewable groundwater and desalinated water to meet its daily requirements. Although the government is attempting to regulate the agricultural sector, water consumption in agriculture remains relatively high. It presents an environmental challenge due to its heavy reliance on non-renewable groundwater resources. The anticipated increase in temperature and highly uncertain changes in the rainfall patterns in Saudi Arabia could lead to greater uncertainty when attempting to develop effective water resource management plans. In this work, we review the status of the present and future of water resources and the challenges local authorities face in managing water resources amidst a changing climate in Saudi Arabia. This study employed a narrative research methodology, utilizing various databases, including Scopus, Web of Science, and Science Direct, to extract relevant articles within the subject area. This study proposes a number of recommendations and conclusions aimed at improving decision-makers’ ability to adapt to and mitigate the anticipated adverse impacts of climate change to manage scarce water resources sustainably.

Birth of a Profession: A Narrative Inquiry into the Shaping of New Zealand Midwifery

The intention of this presentation is to showcase the Narrative Inquiry methodology which has been used to explore the experiences of midwives who have worked in New Zealand since the 1990 when the contemporary maternity model was implemented. In-depth interviews took place across Aotearoa with 16 midwives and 5 consumers. Narrative Inquiry methodology has been utilised to perform interviews, transcribe and analyse data. Participants shared their narratives of working clinically, in education, and within governance of the midwifery profession, and shared their narratives around how the profession of midwifery has evolved throughout the years. Using a framework sourced from Connelly & Clandinin (2006), this study references the concepts of temporality (time), place (location) and sociality (social conditions within New Zealand) in the analysis. Within narrative inquiry, temporality utilises timepoints such as past, present and future to situate a story within the context of when events occurred with the vantage point of hindsight (Kim, 2015) to inform future events. These collated narratives capture historical perspectives of local midwifery over time, highlighting a shift in birthing culture which has led to changes in practice and how the profession has responded. Additionally, this korero will touch on how the ethical challenges were surmounted as the researcher proposed to directly contact participants and identify their names in the final write up.

Bringing utopian visioning to educational leadership: participatory action research as professional learning

ABSTRACT This article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible futures, and take steps toward realizing new futures. This research was a shared process between leaders and four participants at the Mandel Teacher Educator Institute, an intensive professional development program for pedagogical leaders. Using a participatory narrative inquiry methodology, the participants wrote detailed narratives about their implementations of FCW and subsequent reflections. Through thematic data analysis processes, we identified three thematic strands: ‘changing my narrative’ about self as leader, listening as leadership, and the complexity of participatory leadership. First, by describing ways that their leadership narratives change – from less confident to more, from resigned to more optimistic – they noticed shifts in their relationship to self. Second, by engaging in a process that required attuned listening to stakeholders, they described shifts in their relationship with people they lead. Third, by enacting a form of participatory leadership, they saw how the burden of action could be shared with stakeholders. By inviting collaboration, democratic exchange of ideas, negotiating disagreement, and shared dreams of a better future, the FCW models a form of participatory leadership that can strengthen the fabric of communities and relationships between communities and leaders.

My Mother Wild

Indigenous land relationships are central for Indigenous wellness, ceremonies, language, and cultural resurgence; as original caretakers of Turtle Island, the relationship with land is a profoundly spiritual one. This same relationship has also been the focus of colonial forces’ division, separation, and control, resulting in dislocation from traditional territories and ensuing impacts across all domains of Indigenous health and wellbeing. This article reviews existing literature that centralizes Indigenous land relationships, and contributes the reflections and stories of Indigenous youth that participated in this author’s dissertation study. Employing a narrative inquiry methodology with oral storytelling traditions, nine Indigenous youth and four traditional knowledge keepers were interviewed and shared their experiences on urban migrations, employment, education, and mental health. Their connections and reflections on land are included here, with key reflections, proposed connections to existing literature, and in-depth exploration that centers and promotes Indigenous land-based healing and education efforts.