Can stories about students and classrooms be the basis for meaningful research? In this book, the authors describe and tell illustrative stories about the potential and limits of narrative for the purpose of inquiry in English education. They argue that narrative inquiry is uniquely suited to the questions educators are asking in the field today. This book introduces us to narrative scholars who engage us in philosophical and methodological discussions and it describes how narrative works in relation to the telling of a story or stories. It also provides examples of narrative inquiry to inspire you to create academic work that is both imaginative and responsible. On Narrative Inquiry will be useful to graduate students and novice and experienced researchers who want to learn more about the range of methodological considerations for compiling and presenting narrative accounts. Book Features: An overview of the use of narrative research in language and literacy education. Guidance for theorising, defining, conducting, and crafting narrative inquiry. Examples of the various forms narrative inquiry might take. A final chapter that offers a provocation about future considerations for narrative inquiry. (It's a literary comic!)

During a field trip in Detroit on a summer day in 1989, a group of African American fifth-, sixth-, and seventh-graders talked, laughed, and ate snacks as they walked. Later, in the teacher\u2019s lounge, Jeanetta, an African American teacher chided the teachers, black and white, for not correcting poor black students for \u201ceating on the street,\u201d something she saw as stereotypical behavior that stigmatized students. These thirty children from Detroit\u2019s Cass Corridor neighborhood were enrolled in the Dewey Center Community Writing Project. Taught by seven teachers from the University of Michigan and the Detroit public schools, the program guided students to explore, to interpret, and to write about their community. According to David Schaafsma, one of the teachers, the \u201ceating on the street\u201d controversy is emblematic of how cultural values and cultural differences affect education in American schools today. From this incident Schaafsma has written a powerful and compelling book about the struggle of teaching literacy in a racially divided society and the importance of story and storytelling in the educational process. At the core of this book is the idea of storytelling as an interactive experience for both the teller and listener. Schaafsma begins by telling his own version of the \u201ceating on the street\u201d conflict. He describes the history of the writing program and offers rich samples of the students\u2019 writing about their lives in a troubled neighborhood. After the summer program, Schaafsma interviewed all the teachers about their own version of events, their personal histories, and their work as educators. Eating on the Street presents all of these layered stories - by Schaafsma, his collegues, and the students - to illustrate how talking across multiple perspectives can enrich the learning process and the community-building process outside the classroom as well. These accounts have strong implications for multicultural education today. They will interest teachers, educational experts, administrators, and researchers. Uniting theory and practice, Eating on the Street is on the cutting edge of pioneering work in educational research.