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Troubling Method

Narrative Research as Being

Petra Munro Hendry, Roland Mitchell and Paul Eaton

Troubling Method seeks to extract narrative inquiry from method. The shift to a post-humanist, post-qualitative moment is not just another stage in modernism that seeks to "improve" knowledge production, but is a shift to understanding research as an ontology, a way of being in the world, rather than a mode of production. Fundamental assumptions of research: method, data, analysis, and findings are deconstructed and reconfigured as a mode of relational intra-action.

Troubling Method is constructed as a dialogue between the three authors, focusing on their work as qualitative, narrative researchers. The authors revisit six previously published works in which they grapple with the contradictions and ironies of engaging in pragmatist, critical, and feminist qualitative research. After a lengthy introduction which problematizes "method," the book is divided into three sections, each with two chapters that are bracketed by an introduction to the issues discussed in the chapters and then a "dialogue interlude" in which the authors deliberate what makes possible the questions they are raising about method and narrative research. The three sections attend to the central premises of "narrative research as being": 1) relationships, 2) listening, and 3) unknowing.

Troubling Method is ideal for introductory or advanced courses in qualitative research, narrative inquiry, educational research, and those aimed at employing critical theories in qualitative and narrative inquiry.

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Acknowledgments

Extract



We would like to express our gratitude for permission to reprint the following chapters.

Chapter 1

Hendry, P. M. (2007). The future of narrative. Qualitative Inquiry, 13(4), 487–498. Qualitative Inquiry by SAGE PUBLICATIONS, INC. Reproduced with permission of SAGE PUBLICATIONS, INC. in the format Book via Copyright Clearance Center.

Chapter 3

Mitchell, R. (2009). ‘Soft ears’ and hard topics: race, disciplinarity, and voice in higher education. In A. Y. Jackson & L. A. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research (pp. 77–96). New York, NY: Routledge. Reprinted with permission of publisher. ← ix | x →

Chapter 4

Reprinted by permission of the Publisher. From David J. Flinders and Geoffrey E. Mills, Theory and Concepts in Qualitative Research, New York: Teachers College Press. Copyright © 1993 by Teachers College, Columbia University. All Rights Reserved.

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