Storied Approach Research Articles

Story-listening as methodology: a feminist case for unheard stories

In light of the ongoing practice of non-Indigenous researchers conducting studies on Indigenous lands, new opportunities are needed for creative alternatives to fieldwork, along with an honest conversation about ethics, intent, and practices of place-based collaborative methods in Indigenous studies. In this paper, I explore the notion of story-listening as a creative methodological alternative to extractive methods for settler scholars in Indigenous communities. Through personal reflection, I argue that decolonizing research strategies should involve practices which minimize settler presence in, and demands on, Indigenous communities. A storied approach to research points to academic expectations of knowledge-production, which contribute to silencing Indigenous voices, while paradoxically setting Settler researchers as a privileged audience of Indigenous stories. Looking for told-but-unheard stories, I argue, is one way to find answers and guidance in research while respecting storytellers’ agency and challenging colonial origin stories. Methodological ideas for unheard stories are explored in three phases: hearing, listening, and sharing. All stages of story-listening involve care and respect for the storyteller.

Assessment for learning within Australia's Early Years Learning Framework: What is the place of Learning Stories?

Early childhood assessment in Australia is guided by Australia's Early Years Learning Framework and a ‘storied’ approach. This article argues that Australia's policy and practice discourses of assessment in early childhood education lack clarity. The article situates early childhood assessment practice within Australia's curriculum, policy and regulatory context. Literature regarding Learning Stories assessment as a dominant discourse is presented to illustrate the ‘borrowed’ and underdeveloped nature of Australia's storied approach. Data is drawn on to provide insight into two educators’ assessment practices. The analysis suggests that storied assessment is being conflated with the Learning Stories approach within a wider practice of assessment eclecticism, whereby educators are taking a ‘grass-roots’ approach to assessment and doing ‘what works’. The article argues for urgent attention to concepts of assessment in the scheduled update of the Early Years Learning Framework.

“Everyone Has Their Own Places”: Mapping as a Storied Approach to the Study of Youth Identity

This article highlights part of my work with ten 16 and 17-year-olds at two Canadian secondary schools. My multiple case study sought to make visible my participants’ stories of place: how did they construe the role of place within their own lives? How did they record their journeys within, through, and between places? I share how my participants articulated their place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping as a research method encouraged my participants to articulate their lives in their own terms, affording me the opportunity to understand how they negotiated their identities.

“Athlete suspended for presence of banned substance”: A storied approach to protecting student-athletes from doping in sport

ABSTRACTBanned substance use is a growing issue among student-athlete populations but limited research has addressed this concern. The aim of this research was therefore to explore the lived experience of a sanctioned student-athlete in order to expose the contexts and experiences surrounding their sanction and illuminate student-athlete specific doping risk factors. A narrative approach was adopted and one male student-athlete (“Tyler”) serving a doping sanction was interviewed. Data is presented in the form of a creative non-fiction story. The story demonstrates the interplay between multiple risk factors that ultimately combined and led to Tyler’s doping sanction. Injury and supplementation emerged as particularly significant, as did Tyler’s family life. Informed by the story presented, practical implications are offered for supporting student-athletes in avoiding banned substance use. It is hoped that the story will trigger a critical conversation and collective effort towards proactively protecting student-athletes from their doping susceptibility.

The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum

Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.

Calculus Homework: A Storied Approach

Storytelling has proved to be an effective way of passing on information from one generation to the next. Whether the information relates to history, culture, health, or morality, the story provides a framework so that complex ideas can be better understood and retained. In this article, we consider the role of narrative in the design and implementation of effective calculus homework. Focusing on three problems spanning first-year calculus, we examine how the elements of a good short story might translate into meaningful elements of a good homework assignment.

From pest to partner: rethinking the Australian White Ibis in the more-than-human city

Calls to rethink our ethical and political responsibilities with nonhuman others abound recent work in cultural geography. Such work unpacks the more-than-human agencies reshaping and rematerialising our bodies and subjective knowledges. This article uncovers the coproduction of human knowledges and urban spaces by examining the problematic migration of the Australian White Ibis into Australian urban localities. We put forth a storied approach to human-ibis relations, capturing the multiple and situated experiences materialising our urban relations with the species. Drawing on ibis ethology, media narratives, personal and interviewee stories, we explore how ibis take part in the co-constitution of urban spaces and identities. In particular, we examine how the ibis as a pest narrative is mobilised and reproduced in public and media discourses that shape the species identity and influence modes of relating. Both the publics and our own personal intra-actions with ibis shed light on conceptions of nonhuman belonging, death and human desires for living-with. This article forwards a cosmopolitical approach to provoke a reconceptualisation of our ethical and political responsibility with urban ibis. We question the narrative of ibis-as-pest to forward ideas of living-with that provokes new modes of relating, uncomfortable for either party. Within these precarious relations, possibilities open for nonhierarchical modes of cohabitation, challenging our political and ethical responsibilities in living-with uncomfortable others.

Is the Future of Biblical Theology Story-Shaped?

This article explores the concept of story for biblical theology, particularly from the perspective of evangelical scholarship. It is suggested that story offers a framework for biblical theology that avoids undue emphasis on propositional theology and maintains biblical tensions within a plot-focused approach. Additionally, a storied approach to biblical theology resonates with the narrative quality of the biblical text and of human experience and is best pursued via a dynamic hermeneutic. The essay concludes by addressing some weaknesses of the category of story for biblical theology, including its use to avoid historical difficulties, the scholarly tendency toward theological abstraction, and the ethical question of the claim to have sketched the biblical story. In response, dialogue across boundaries, including those of ethnicity, nationality, denomination, and religion, can be a valuable practice to evangelicals and others who see story as a promising category for the future of biblical theology.

First, Second, and Third Person Speaking: A Generational Approach to Understanding Immigration

Immigration is a polemic issue. Undocumented people have been scapegoated for a variety of economic and political conditions. This article serves as a step back from macro-level policy discourses and engages readers with a more storied approach to understanding the nuances of immigration. Through several micro-level discussions, I attempt to put the human experience at the forefront of the discussion surrounding immigration, rights, and social justice. In this article, I share my own family history on the path to citizenship and compare it to a present-day story in order to show how the historical context frames the story of the immigrant experience.

A career story approach to management, business, and financial occupations

Business, management, and financial occupations are found in organizations in which individuals direct activities and perform tasks related to business and finance. The career cluster includes 144 occupational titles across 57% of the 23 major Standard Occupational Classification groups, with almost half of the occupations considered “bright outlook” and 21% in the “green economy.” However, individuals seeking employment in these areas are not immune from the economic downturn in the United States and abroad. The storied approach (Brott, 2001) is presented in a case study that embraces the client's subjective goal in taking control and finding a place in today's workforce.

Transcription tales or let not love's labour be lost

Drawing heavily on my MA dissertation but influenced by subsequent transcription experience, I relate how a technical problem in the recording of an interview necessitated deliberations on the nature and purpose of transcription that continue to have repercussions for my transcription practice and, furthermore, for my understanding of research as praxis. I suggest that transcription is a value‐laden, ethical as well as a technical undertaking, and that it brings the tension between practical considerations and methodological fidelity into sharp focus. I also highlight the way in which transcripts themselves are simultaneously more and less than they seem. Furthermore, in taking a storied approach to these issues, I provide the reader with clues to my methodological allegiances and my conceptualization of transcription as comprising a set of interpretative, meaning‐making practices.

Rites vs rights: maintaining social order in China and the West

PurposeThe purpose of this paper is to examine how the generally accepted notion of Chinese “lawlessness” distorts the Chinese behavior by trying to understand it through the Western concept of the “rule of law” and to examine how the concept of “storied space” offers a more contextual understanding of the Chinese style of maintaining social order.Design/methodology/approachThe paper adopts a theoretical approach.FindingsRecent developments in fields ranging from neurobiology to complexity thinking and storytelling are coming together in a way of thinking about human social systems that has been called “storied space.” Applying this way of thinking suggests that current efforts, among both Chinese and Westerners, to apply the Western “rule of law” may actually distort the understanding of a series of behaviors often called “Chinese lawlessness”. A storied space approach suggests a different understanding and the need for a different way of addressing these concerns.Practical implicationsAt a time when economic and political cooperation between Chinese and Westerners is becoming more important, this approach offers what may be a more efficacious way of understanding each other and, therefore, addressing the very real differences.Originality/valueThis paper would be the first published attempt to apply the idea of storied space to the legal issues that arise from the different ways in which Chinese and Western culture maintain social order.

‘Good’ and ‘bad’ stories: decisive moments, ‘shock and awe’ and being moral

Within this paper I explore some of the issues related to eliciting, interpreting, choosing and re-telling stories gathered within narrative inquiry. Most of the literature focusing on narrative inquiry and narratives makes little mention of what makes a story intrinsically 'good' or 'bad' although it is generally acknowledged that stories have moral lessons embedded within them and have a teaching/learning function. However, many of the moral issues associated with gathering, interpreting and re-telling stories are not really addressed. Adopting a reflexive stance, I draw on Cartier-Bresson's notion of decisive moments and link this to narratives as a way of exploring what makes a story 'good'/compelling as well as potentially 'bad'/morally problematic. I develop the idea that narrative researchers may act as 'horror magnets' attracting 'bad news' stories and may be overlooking some of the more 'neutral' and 'good'/'good news' stories. Narrative researchers may be adopting a 'shock and awe' approach to their stories without fully considering the potential impact. I propose that narrative researchers should engage in a morally proficient manner with participants/stories and conclude that a relational ethical approach can help us to 'act well' with people's stories. Relevance to clinical practice. Narrative inquiry and a storied approach to practice has much to offer researchers, practitioners and patients/families. Stories can get to the heart of patients' experiences. Stories provide practitioners with one means of 'acting well' and in a relational way with their patients.

Teaching Nursing Care of Chronic Illness: A Storied Approach to Whole Person Care

Journal of Psychiatric and Mental Health NursingVolume 13, Issue 1 p. 126-127 Teaching Nursing Care of Chronic Illness: A Storied Approach to Whole Person Care KATHERINE ASH, KATHERINE ASH Associate Professor College of Nursing University of Saskatchewan Saskatoon SK Canada E-mail: [email protected]Search for more papers by this author KATHERINE ASH, KATHERINE ASH Associate Professor College of Nursing University of Saskatchewan Saskatoon SK Canada E-mail: [email protected]Search for more papers by this author First published: 19 January 2006 https://doi.org/10.1111/j.1365-2850.2006.00934.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume13, Issue1February 2006Pages 126-127 RelatedInformation

A Constructivist Look at Life Roles

The author reviews the literature related to life roles and describes a variety of techniques that can be used from a constructivist career counseling perspective. Seven counseling techniques are included: life space map, life line, life-space genogram, life roles circles, life roles assessment, life role analysis, and goal map. Framed from the storied approach (P. E. Brott, 2001), constructivist applications to co-construct, de-construct, and construct the client's life story are presented. Applications for use with diverse populations are suggested.

Community projects and excluded young people: reflections on a participatory narrative research approach

Much has been written about the epistemological, theoretical and methodological bases of inclusive research, but how does it look in practice? This paper critically documents a participatory narrative approach to research with young people that, it is argued and demonstrated, foregrounds their agendas as critical researchers. The paper draws upon a research project that explored the meaning of community projects to young people excluded from school‐based educational provision in Sheffield, UK. The remit was to capture their critical views on these projects and to flag up good practice with them as co‐researchers. This paper reflects on the research approach and the findings that, as a team, were elicited. ‘It's time for a fresh start’ was a phrase much heard in the research. When projects worked well, they appeared to draw heavily upon a philosophy of giving young people new contexts and experiences to better themselves in ways that might not have been met in schools; they remained in projects when they felt respected by workers and when the projects gave them new and relevant experiences that they could take with them as they entered early adulthood. Similarly, young people illuminated the potency of research to elicit meaning and meaningmaking practices. By focusing on narrative, a storied approach to research provided opportunities for participation, included a whole host of perspectives and critically engaged with emergent policy, practice and theory issues.

Constructivist Assessment in Career Counseling

A constructivist approach to assessment in career counseling presents an opportunity for counselors to gain insight into clients' stories, amplify clients' self-awareness, and develop with clients a future orientation through action steps. The author presents four strategies for constructivist assessment using "The Storied Approach" (Brott, 2001) as the framework for the counseling process. The four constructivist assessment strategies include the life line, card sorts, life roles circles, and the goal map.

Constructivist Assessment in Career Counseling

A constructivist approach to assessment in career counseling presents an opportunity for counselors to gain insight into clients' stories, amplify clients' self-awareness, and develop with clients a future orientation through action steps. The author presents four strategies for constructivist assessment using “The Storied Approach” (Brott, 2001) as the framework for the counseling process. The four constructivist assessment strategies include the life line, card sorts, life roles circles, and the goal map.

The Storied Approach: A Postmodern Perspective for Career Counseling

The author discusses the storied approach as a constructivist perspective on career counseling. The storied approach explores the client's world through story development as the client and counselor collaboratively co‐construct, deconstruct, and construct life stories. Story development encompasses the client's past, present, and future life experiences that are related to life roles (i.e., family, student, worker, leisure, community). Assessment consists of both quantitative and qualitative data that are woven into the client's story as the symbols or meanings that call for further exploration.