Narrative Strategies in Educational Research: Reflections on a Critical Autoethnography

Autor/in	Quicke, John
Titel	Narrative Strategies in Educational Research: Reflections on a Critical Autoethnography
Quelle	In: Educational Action Research, 18 (2010) 2, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	Stellungnahme; Educational Research; Research Methodology; Audiences; Autobiographies; Foreign Countries; Personal Narratives; Ethnography; Inclusive Schools; Mainstreaming; Special Needs Students; Asperger Syndrome; Student Behavior; Behavior Problems; Attention Deficit Hyperactivity Disorder; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Spectator; Zuschauer; Autobiography; Autobiografie; Autobiographie; Ausland; Erlebniserzählung; Ethnografie; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Asperger-Syndrom; Student behaviour; Schülerverhalten; Großbritannien
Abstract	This article consists of critical reflections on an inclusion story I wrote about my own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them. As a critical reflective practitioner, I saw myself as writing an autoethnographic story of "resistance" but also one of "hope without illusions". In an extended commentary on samples of writing, I address issues to do with form and style in relation to the overall purpose of the story and the intended audiences. A number of concepts are identified that were found useful in constructing a narrative: life-world; hegemony and discourse; aesthetic merit; reflexivity; polyvocality; autobiography/autoethnography; confession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10