This document discusses narrative research, which involves collecting and analyzing stories from individuals about their lived experiences. Narrative research aims to understand how people make meaning of their experiences through stories. It developed as a way to understand human experiences across disciplines. Key aspects include gathering individual stories through methods like interviews and documents, reorganizing the stories chronologically, identifying themes across stories, and collaborating closely with participants. The document provides examples of narrative research types and outlines important considerations like authenticity, accuracy, and ensuring participants are comfortable sharing stories.

1. Made by
Rahila Khan
SBK Women’sUniversity

2. Contents
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.

3.  “ to narrate”
 “ to tell a story in detail”

4.  researchers describe the lives of
individuals,
 collects stories about people’s lives,
 write narratives of individual experiences
.
( Connelly & Clandinin, 1990 ).

5.  Its done to get specific insights.
 To help reduce a commonly held perception
by practitioners.
 To make the participants feel that sharing
their stories is important and its heard.

6.  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
(1990)”
“stories of experiences and narrative
inquiry”

7.  Autobiography
 Biography
 Personal accounts
 Personal narratives
 Narrative interviews
 Personal documents
 Documents of life
 Life stories and
histories
 Popular memories
 Ethno histories
 Ethno biographies
 Ethno psychologies

8.  Individual experiences
 Chronology of the experiences
 Collecting individual stories
 Restorying
 Coding for themes
 Context or setting
 Collaboration with participants

9.  Single individual
 exploring the experiences
of that individual

10.  Researcher analyzes and writes
about an individual life using a
time sequence or chronology of
events
 Researcher orders these events
in a way that makes sense to a
reader

11.  Stories have a beginning, middle, and
end.
 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
some fashion
 Varied sources of data comprise the data
base

12. researcher gathers stories and
analyzes them for elements of the
story.
researcher rewrites the story to
place it in a chronological sequence.
restorying provides a causal link
among ideas.
information would include
interaction, continuity, and situation

13.  Themes provide the complexity of
the story
 Themes add depth to the insight
about understanding an individual’s
experiences
 Themes can be incorporated into the
passage retelling the individual’s
experience or as a separate section
of the study

14. includes the people involved in
the story
includes the physical setting
setting may be described
before events or actions, or
can be woven throughout the
study

15.  Inquirer actively involves the
participant in the inquiry as it
unfolds .

17.  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
experiences.

18. 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.
Objectives
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
community,
 how to foster smooth transitions,
 how to adapt our classrooms to provide students with the best educational experiences
possible.

19.  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,
 member checking.