Weaving the threads of time: narrative methods in participatory research

Jones, Janice Kathleen (2012) Weaving the threads of time: narrative methods in participatory research. In: Constructing capacities: building capabilities through learning and engagement. Cambridge Scholars Publishing, Newcastle Upon Tyne, united Kingdom, pp. 218-239. ISBN 1-4438-4179-X


Once upon a time...Commencing from the stance that all stories may be retold anew, and that a given event embraces the multiple rather than singular as discussed in the work of Jean Clandinin and Michael Connelly (2000, p. 148), I shape this chapter around three tentative positions. The first position is philosophical: that as educators we are weavers of time, drawing the future like spun sugar out of our beliefs and experiences of past, present, self and the world. Thus our vision of the future is infinitely mutable, melting at the touch of doubt, and fragile to intervention. However, I contend that the present and past are similarly complex, layered with hidden possibilities and potential meanings. Hence, the seeming of what appears to be or have been may be disrupted through questioning. For researchers using narrative methods, that questioning may take the form of recursive writing, by means of which we re-cast the past and present, so as to disrupt and reshape forms of knowledge that were once accepted as true. The second position is methodological. It is that extended time is vital to the participatory research experience as it allows the maturation of relationships between participants, affords the gestation of doubts about the seeming of experiences and their meanings, and thus opens the possibility of new ways of seeing and being. The third position is epistemological and theoretical. For critical reflection to be sufficiently powerful to escape the entropic pull of habitus (Wacquant, 2005), it calls for an extended re-visiting and re-troubling of the seeming certainties of the personal and professional past. This chapter disrupts the chronology of a participatory research experience, using extracts from a bricolage of data gathered therein to perturb and re-present the researcher’s understandings. This process supports the author’s critical re-examination of her personal and professional habitus, and her questioning of whether personal transformation may inform change in institutional beliefs and practices.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 12. c. Cambridge Scholars 2012.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 13 Mar 2013 04:06
Last Modified: 27 Sep 2017 04:57
Uncontrolled Keywords: transformative pedagogy, border theory, teacher identity, postcolonial theory, reflection, habitus, institutional practices, epistemologies, education, teacher education, qualitative research, participatory research, narratology, narrative methodologies
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/22517

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