Weaving the threads of time: narrative methods in participatory research
Edited book (chapter)
Jones, Janice Kathleen. 2012. "Weaving the threads of time: narrative methods in participatory research." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle Upon Tyne, united Kingdom. Cambridge Scholars Publishing. pp. 218-239
| Chapter Title | Weaving the threads of time: narrative methods in participatory research |
|---|---|
| Book Chapter Category | Edited book (chapter) |
| ERA Publisher ID | 1417 |
| Book Title | Constructing capacities: building capabilities through learning and engagement |
| Authors | |
| Author | Jones, Janice Kathleen |
| Editors | Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. |
| Page Range | 218-239 |
| Number of Pages | 21 |
| Year | 2012 |
| Publisher | Cambridge Scholars Publishing |
| Place of Publication | Newcastle Upon Tyne, united Kingdom |
| ISBN | 144384179X |
| Web Address (URL) | http://www.c-s-p.org/flyers/Constructing-Capacities--Building-Capabilities-through-Learning-and-Engagement1-4438-4179-X.htm |
| Abstract | Once upon a time...Commencing from the stance that all stories may be retold anew, and that a given event embraces the multiple rather than singular as discussed in the work of Jean Clandinin and Michael Connelly (2000, p. 148), I shape this chapter around three tentative positions. The first position is philosophical: that as educators we are weavers of time, drawing the future like spun sugar out of our beliefs and experiences of past, present, self and the world. Thus our vision of the future is infinitely mutable, melting at the touch of doubt, and fragile to intervention. However, I contend that the present and past are similarly complex, layered with hidden possibilities and potential meanings. Hence, the seeming of what appears to be or have been may be disrupted through questioning. For researchers using narrative methods, that questioning may take the form of recursive writing, by means of which we re-cast the past and present, so as to disrupt and reshape forms of knowledge that were once accepted as true. The second position is methodological. It is that extended time is vital to the participatory research experience as it allows the maturation of relationships between participants, affords the gestation of doubts about the seeming of experiences and their meanings, and thus opens the possibility of new ways of seeing and being. The third position is epistemological and theoretical. For critical reflection to be sufficiently powerful to escape the entropic pull of habitus (Wacquant, 2005), it calls for an extended re-visiting and re-troubling of the seeming certainties of the personal and professional past. This chapter disrupts the chronology of a participatory research experience, using extracts from a bricolage of data gathered therein to perturb and re-present the researcher’s understandings. This process supports the author’s critical re-examination of her personal and professional habitus, and her questioning of whether personal transformation may inform change in institutional beliefs and practices. |
| Keywords | transformative pedagogy, border theory, teacher identity, postcolonial theory, reflection, habitus, institutional practices, epistemologies, education, teacher education, qualitative research, participatory research, narratology, narrative methodologies |
| ANZSRC Field of Research 2020 | 390303. Higher education |
| Public Notes | Chapter 12. c. Cambridge Scholars 2012. |
| Byline Affiliations | Faculty of Education |
| Central Queensland University | |
| Griffith University | |
| Institution of Origin | University of Southern Queensland |
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