Extending the metaphor of narrative to dialogical narrator

McIlveen, Peter (2012) Extending the metaphor of narrative to dialogical narrator. In: Social constructionism in vocational psychology and career development. Career Development (4). Sense Publishers, Rotterdam, Netherlands, pp. 59-75. ISBN 978-94-6209-078-1

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Abstract

This chapter is a consideration of the epistemological scope of the social constructionist paradigm in vocational psychology and career development, and the core construct of narrative. The term narrative psychology (cf. Sarbin, 1986) ostensibly implies a coherent body of theory and attendant literature, however, the literature is far from established or settled with considerable diversity across epistemological positions (Smith & Sparkes, 2006), no definition of its paradigmatic composition as focus of enquiry (Hoshmand, 2005), nor an agreed understanding of its core construct, narrative (Collin, 2007; Hoshmand, 2005; Polkinghorne, 1988). To what extent a putative agreement on narrative as a construct impacts upon theorising and research in the career development field has not been clearly addressed in the literature. This chapter has two main aims. First, this chapter is an acknowledgement of the need for a socially constructed consensus and agreement on the form, function, and, moreover, the processes of the core construct narrative, as it pertains to research into career development. Second, this chapter is an acknowledgement of the diversity of theoretical perspectives that may underpin research into narrative. Accordingly, the chapter includes an alternative perspective on narrative. Recent scholarship has argued for the relevance of dialogical self theory (Hermans & Hermans-Konopka, 2010; Hermans & Kempen, 1993; Hermans, Kempen & van Loon, 1992) to career and learning (Winters, Meijers, Lengelle & Baert, 2012), along with other works aimed at achieving some level of conceptual integration with theories of career development (McIlveen, 2007c; McIlveen & Patton, 2007a). Dialogical self theory is presented as an alternative theoretical framework to address the form, function, and process of career narrative.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2012 Sense Publishers. Accepted version made available - permanent restricted access to published version due to publisher copyright policy. Print copy held in the USQ Library at call no. 370.152 Soc.
Depositing User: Dr Peter McIlveen
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 28 Nov 2012 06:38
Last Modified: 19 Dec 2014 00:00
Uncontrolled Keywords: narrative; career development; dialogical self
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130305 Educational Counselling
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/22317

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