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Community-based research (CBR) is the most commonly used method for
serving community needs and effecting change through authentic,
ethical, and meaningful social research. In this brief introduction
to CBR, the real-world approach of noted experts Vera Caine and
Judy Mill helps novice researchers understand the promise and
perils of engaging in this research tradition. This book * outlines
the basic steps and issues in the CBR process-from collaboratively
designing and conducting the research with community members to
building community capacity; * covers how to negotiate complicated
questions of researcher control and ethics; * includes a chapter
written by community partners, among the examples from numerous
projects from around the world.
Renowned scholar and founder of the practice of narrative inquiry,
D. Jean Clandinin, and her coauthors provide researchers with the
theoretical underpinnings and processes for conducting narrative
inquiry with children and youth. Exploring the unique ability of
narratives to elucidate the worldview of research subjects, the
authors highlight the unique steps and issues of working with these
special populations. The authors address key ethical issues of
anonymity and confidentiality, the relational issues of
co-composing field and research texts with subjects, and working
within the familial contexts of children and youth; include
numerous examples from the authors' studies and others - many from
indigenous communities-- to show narrative inquiry in action;
should be invaluable to researchers in education, family relations,
child development, and children's health and services.
Composing Lives in Transition: A Narrative Inquiry into the
Experiences of Early School Leavers is structured around ten
narrative accounts, each one offering glimpses into the lives of
early school leavers from different backgrounds. Framed by the
puzzling question of why someone would want to leave school early,
the authors worked alongside youths from culturally and socially
diverse backgrounds in order to understand their experiences and
motivations in more depth. In doing so, however, the research team
learnt that the stories are also as much about how early school
leaving shaped their lives after they left education. By looking
across the accounts provided in the book, paying particular
attention to place, temporality and personal and social dimensions,
the authors were able to identify resonant threads that enabled
them to reframe a narrative reconceptualization of the phenomenon
of early school leaving.
Narrative inquiry is based on the proposition that experience is
the stories lived and told by individuals as they are embedded
within cultural, social, institutional, familial, political, and
linguistic narratives. It represents the phenomenon of experience
but also constitutes a methodology for its study. At the heart of
this methodology is relational ethics. However, until now the
functioning of this key relationship in practice has remained
largely undefined. In this book the authors take on the essential
task of developing a conceptual framework for the application of
relational ethics to narrative inquiry. Building on a corpus of
more generalized research, this book is grounded in a multi-year
study with indigenous youth and families. The authors describe
their experiences of narrative inquiry, highlighting how relational
ethics informed their negotiation of these research relationships.
They also engage in a conversation with the work of philosophers
who have guided their narrative inquiry to offer a more thorough
understanding of relational ethics. Through this, and contributions
from five further studies on a diverse range of subjects, a number
of key points for successful relational ethics are isolated and
expounded upon. This book is an invaluable tool for researchers and
postgraduates engaged in qualitative research - providing clear and
practical guidance on ethical concerns. It also extends the work of
the authors' two previous titles, Engaging in Narrative Inquiry and
Engaging in Narrative Inquiries with Children and Youth.
Narrative inquiry is based on the proposition that experience is
the stories lived and told by individuals as they are embedded
within cultural, social, institutional, familial, political, and
linguistic narratives. It represents the phenomenon of experience
but also constitutes a methodology for its study. At the heart of
this methodology is relational ethics. However, until now the
functioning of this key relationship in practice has remained
largely undefined. In this book the authors take on the essential
task of developing a conceptual framework for the application of
relational ethics to narrative inquiry. Building on a corpus of
more generalized research, this book is grounded in a multi-year
study with indigenous youth and families. The authors describe
their experiences of narrative inquiry, highlighting how relational
ethics informed their negotiation of these research relationships.
They also engage in a conversation with the work of philosophers
who have guided their narrative inquiry to offer a more thorough
understanding of relational ethics. Through this, and contributions
from five further studies on a diverse range of subjects, a number
of key points for successful relational ethics are isolated and
expounded upon. This book is an invaluable tool for researchers and
postgraduates engaged in qualitative research - providing clear and
practical guidance on ethical concerns. It also extends the work of
the authors' two previous titles, Engaging in Narrative Inquiry and
Engaging in Narrative Inquiries with Children and Youth.
Renowned scholar and founder of the practice of narrative inquiry,
D. Jean Clandinin, and her coauthors provide researchers with the
theoretical underpinnings and processes for conducting narrative
inquiry with children and youth. Exploring the unique ability of
narratives to elucidate the worldview of research subjects, the
authors highlight the unique steps and issues of working with these
special populations. The authors address key ethical issues of
anonymity and confidentiality, the relational issues of
co-composing field and research texts with subjects, and working
within the familial contexts of children and youth; include
numerous examples from the authors' studies and others - many from
indigenous communities-- to show narrative inquiry in action;
should be invaluable to researchers in education, family relations,
child development, and children's health and services.
Community-based research (CBR) is the most commonly used method for
serving community needs and effecting change through authentic,
ethical, and meaningful social research. In this brief introduction
to CBR, the real-world approach of noted experts Vera Caine and
Judy Mill helps novice researchers understand the promise and
perils of engaging in this research tradition. This book * outlines
the basic steps and issues in the CBR process-from collaboratively
designing and conducting the research with community members to
building community capacity; * covers how to negotiate complicated
questions of researcher control and ethics; * includes a chapter
written by community partners, among the examples from numerous
projects from around the world.
Introducing key ideas of narrative inquiry, this is the first book
to explore in depth the theoretical underpinnings of the
methodology. The authors open up ways of thinking about people's
experiences and their lives, which are situated and shaped by
cultural, social, familial, institutional, and linguistic
narratives. The authors draw on a range of theorists, creative
nonfiction writers, poets, and essayists. The book is arranged into
five parts covering a range of topics including: embodiment,
memory, knowledge, wonder, imagination, community, responsibility,
and place. Each section ends with a methodological discussion of
their work involving refugee families with young children from
Syria.
Introducing key ideas of narrative inquiry, this is the first book
to explore in depth the theoretical underpinnings of the
methodology. The authors open up ways of thinking about people's
experiences and their lives, which are situated and shaped by
cultural, social, familial, institutional, and linguistic
narratives. The authors draw on a range of theorists, creative
nonfiction writers, poets, and essayists. The book is arranged into
five parts covering a range of topics including: embodiment,
memory, knowledge, wonder, imagination, community, responsibility,
and place. Each section ends with a methodological discussion of
their work involving refugee families with young children from
Syria.
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