What is Narrative Research?
Why Narrative Research is done?
How Narrative Research developed?
Types of Narrative Research.
Key characteristics of Narrative Research.
Steps of Narrative Research.
Evaluating Narrative Research
Sample of a Narrative research Design
Possible concerns and solutions.
researchers describe the lives of
collects stories about people’s lives,
write narratives of individual experiences
( Connelly & Clandinin, 1990 ).
Its done to get specific insights.
To help reduce a commonly held perception
To make the participants feel that sharing
their stories is important and its heard.
The narrative turn embraces all of the
human sciences. “Riessman (1993)”
First overview of narrative research
in education was given by “D. Jean
Clandinin and Micheal Connelly
“stories of experiences and narrative
Documents of life
Life stories and
Chronology of the experiences
Collecting individual stories
Coding for themes
Context or setting
Collaboration with participants
exploring the experiences
of that individual
Researcher analyzes and writes
about an individual life using a
time sequence or chronology of
Researcher orders these events
in a way that makes sense to a
Stories have a beginning, middle, and
Like a novel, stories have time, place,
plot, and scene.
Involve a conflict, or struggle; a
protagonist or character; and a sequence
with implied causality (a plot) during
which the predicament is resolved in
Varied sources of data comprise the data
researcher gathers stories and
analyzes them for elements of the
researcher rewrites the story to
place it in a chronological sequence.
restorying provides a causal link
information would include
interaction, continuity, and situation
Themes provide the complexity of
Themes add depth to the insight
about understanding an individual’s
Themes can be incorporated into the
passage retelling the individual’s
experience or as a separate section
of the study
includes the people involved in
includes the physical setting
setting may be described
before events or actions, or
can be woven throughout the
Inquirer actively involves the
participant in the inquiry as it
Keeps the focus on a single individual.
Reports the life experiences of individuals as
told through their stories.
Restories the individual’s stories and tells the
story using a chronology with a beginning,
middle, and end.
Describes in some details settings of the story.
Reports themes that emerge out of the story.
Closely collaborates with the participant
engages them to check and examinne the
evolving story frequently and to see if it
accurately reflects the individual’s
This study was inspired by an interest in the stories that young refugee children tell about
their early experiences in an American school. This article presents a narrative inquiry into
the stories and artwork of three early childhood students, Allison , Cindy and Aurora ,along
with the narratives of their families, all Karen refugees from Myanmar. Through the themes
presented in the stories collected, kids revealed strategies that they used in bridging home
and school and in building friendships in their classroom. Importantly, viewing the
children’s narratives through the stories of their families created a more holistic view of
what the children experienced during the during periods of cultural dissonance.
As a greater number of children and families are finding refuge in new communities across
the globe, it is essential for educators to understand how refugees of all ages are making
meaning of their experiences and provide them with opportunities to tell their stories.
These can teach us how to support children’s and families’ adaptation into a new
how to foster smooth transitions,
how to adapt our classrooms to provide students with the best educational experiences
Story authenticity? (Faking the data possible)
Distortion of data? (self reported information)
Is the story real? ( horrific or raw to recall)
The collection of multiple field texts,
The triangulation of data,