An Entry into a Creative, Rhizomatic Narrative Inquiry into Young People's Identity Construction

Autor/in	O'Grady, Grace
Titel	An Entry into a Creative, Rhizomatic Narrative Inquiry into Young People's Identity Construction
Quelle	In: Irish Educational Studies, 37 (2018) 2, S.255-274 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2018.1471411
Schlagwörter	Creativity; Self Concept; Personal Narratives; Educational Philosophy; Educational Researchers; College Faculty; Discourse Analysis; Group Discussion; Adolescents; Workshops; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Kreativität; Selbstkonzept; Erlebniserzählung; Bildungsphilosophie; Erziehungsphilosophie; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Fakultät; Diskursanalyse; Gruppendiskussion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernwerkstatt; Schulung; Ausland; Irland
Abstract	Located in a larger study that attempted to challenge taken-for-granted or homogenizing assumptions about constructions of adolescent identity and to interrogate radically the process of qualitative research in this field [O'Grady, G. (2012). "Constructing Identities with Young People using Creative Rhizomatic Narrative." PhD Thesis. Queen's University Belfast], the paper picks up the narrative of the research journey at a moment of meeting with Kim Etherington, Professor of Narrative Research at the University of Bristol. It opens with the conversation that ensued and my introduction to the figure of the rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). "A thousand plateaus: Capitalism and Schizophrenia". Translated by B. Massumi. London: Continuum, 8) which, alongside other poststructuralist ideas, I subsequently used to conceptualize and frame the inquiry. In grappling with the questions posed in our conversation, I hope to make visible three interweaving themes in this paper: My difficulties initially in 'inhabiting' the philosophical positions I took up in this creative narrative inquiry; my growing commitment to a form of narrative inquiry that challenges inherited dominant understandings of subjectivity and research methodologies and finally, my encounters with 'otherness' in the construction of self/other as a thematic thread that interwove all the narratives of the young people in the larger study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01