Doing Narrative Research

Fraser, Heather

doi:10.1177/1473325004043383

Cited by 309 publications

(153 citation statements)

References 17 publications

Supporting

Mentioning

115

Contrasting

Unclassified

Order By: Relevance

“…Shyness as an emotional and behavioural problem is a negative subject, but it is a part of the adolescents’ everyday life at school, and is therefore an important area of focus (Asendorpf, ; Eisenberg et al, ; Paulsen et al, ). The qualitative semi‐structured interview is one of the tools I have used to obtain narratives from the adolescents’ life‐world at school (Connelly & Clandinin, ; Fraser, ).…”

Section: Methodsmentioning

confidence: 99%

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

Lund¹

2016

British J Special Edu

View full text Add to dashboard Cite

The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely underresearched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group.

show abstract

Section: Methodsmentioning

confidence: 99%

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

Lund¹

2016

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Notes on these features were made for each narrative within a transcript and recorded in memos created within NVivo for each participant or participant-pair. Finally, each narrative was given a title in order to crystallize the main points communicated by participants and gleaned from the analysis (Fraser, 2004).…”

Section: Narrative Analysismentioning

confidence: 99%

Communication and AAC in the Lives of Adults with Autism: The Stories of Their Older Parents

Hines

Balandin

Togher

2011

Augmentative and Alternative Communication

View full text Add to dashboard Cite

The aim of this study was to explore the communication experiences, particularly those related to augmentative and alternative communication (AAC), of older parents who had an adult son or daughter with autism. A narrative analysis of in-depth interviews with 16 older parents indicated that the majority had rarely spontaneously mentioned AAC or other communication interventions. Most did not express the need for such services. Yet, communication breakdown featured prominently in parents' narratives about interactions with their son or daughter. The quality of the communication between older parents and their offspring with autism constituted important sources of both gratification and strain in parents' roles as caregivers. Reasons for the current lack of communication interventions are discussed, along with implications for communication and AAC service provision.

show abstract

“…Narrative research is generally contrasted with positivist accounts of research and seen as part of the move away from the search for a generalisable objectivity to a valuing of, and interest in, individual experience and personal stories (e.g. Casey, 1995/6; Fraser, 2004). As Kvernbekk (2003) notes, the concept of narrative is ‘crucially vague’.…”

Section: Contextmentioning

confidence: 99%

“…The interest in narrative research has touched all of the social sciences—even in the apparently unlikely case of economics (McCloskey, 1990). It has particularly taken root in the areas of health (or, more accurately, illness) studies (Jordens and Little, 2004; Wetle et al , 2005), social work (Fraser, 2004; Glasby and Lester, 2005), and education (Pollard, 2005; Lawson, Parker and Sikes, 2006). It can be argued that the fundamental tenet of good practice in these disciplines is an assumption that development (learning, healing, personal growth) can only take place in the context of a relationship between practitioner and client, and so these ‘helping’ services are often delivered in the context of a personal relationship.…”

Section: Contextmentioning

confidence: 99%

Personal Narratives and Policy: Never the Twain?

Griffiths

Macleod²

2008

Journal of Philosophy of Education

View full text Add to dashboard Cite

In this article the extent to which stories and personal narratives can and should be used to inform education policy is examined. A range of studies describable as story or personal narrative is investigated. They include life-studies, life-writing, life history, narrative analysis, and the representation of lives. We use 'auto/biography' as a convenient way of grouping this range under one term. It points to the many and varied ways that accounts of self interrelate and intertwine with accounts of others. That is, auto/biography illuminates the social context of individual lives. At the same time it allows room for unique, personal stories to be told. We do not explicitly discuss all the different forms of auto/biography. Rather, we investigate the epistemology underlying the personal story in the context of social action. We discuss the circumstances in which a story may validly be used by educational policy makers and give some examples of how they have done so in the past.

show abstract

Doing Narrative Research

Cited by 309 publications

References 17 publications

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

Communication and AAC in the Lives of Adults with Autism: The Stories of Their Older Parents

Personal Narratives and Policy: Never the Twain?

Contact Info

Product

Resources

About