D Jean Clandinin
Dados Biográficos
| ID | 138058 |
|---|---|
| NOME | D Jean Clandinin |
| PRENOMES | D Jean |
| SOBRENOME | Clandinin |
| ASSINATURA | CLANDININ D J |
| AFILIAÇÕES | University of Alberta |
| ORCID | 0000-0002-5788-8544 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 56 |
| TOTAL DE CITAÇÕES | 1962 |
| TOTAL COMO AUTOR | 56 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1984 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 12 |
Attending to experience in narrative care
Over the past years, attention has been drawn to how narrative ideas could be integrated in care practices. For many years, we have inquired into, challenged, and stretched the concept of narrative care. For us, narrative care is more than to acknowledge or listen to people's stories. We see care itself as an intrinsically narrative endeavor. We think of narrative care as an active and relational co-composition of experience - a way of making sen…
Skennenko
Indigenous communities in Canada have long endured unethical research practices that have historically hindered rather than helped their communities. These non-reciprocal approaches stem from research being conducted on rather than with Indigenous populations, leading to the marginalization of Indigenous voices and perspectives. In an attempt to reconcile and move forward in a good way, there has been a shift to better understand and engage in et…
Conceptualizing the Relational Work of Narrative Inquiry as Spaces of Appearance
While Arendt's theoretical work is now widely taken up in social science research, it has not been taken up in qualitative research methodologies. We use Arendt's distinction between the private and public through the creation of a space of appearance to show how we can understand participants' and researchers' experiences in narrative inquiry. We show how a relational space co-created with each participant shaped a space of appearance. In this a…
You Have Some Questions for Me?' considering Qualitative Interviewing
Interviewing, as a way of collecting research data, has emerged and been developed within the transition from modernist ideals to more postmodern perspectives about what constitutes knowledge. Interviewing practices range from standardized structured interviews to collect data in large-scale studies, to interviews that are more characteristic of a conversation that allow for a more expansive venture into an area of inquiry. While there are times …
Teachers’ experiences of being unsettled within their relationships with parents
In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with pare…
Understanding social inclusion
Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three …
Narrative Inquiry
Narrative Inquiry: Philosophical Roots introduces key ideas of narrative inquiry and is the first book to explore in depth the theoretical underpinnings of the methodology. The authors open up ways of thinking about people’s experiences and their lives, which are situated and shaped by cultural, social, familial, institutional, and linguistic narratives. The authors draw on a range of theorists, creative nonfiction writers, poets, and essayists i…
Bumping Places of Social Inclusion
Little attention has been given to the experiences of refugee families parenting a child living with disabilities as they resettle in a new country. Using narrative inquiry, we inquired into the experiences of two Syrian refugee families’ identity-making and agency in their efforts to secure services and programs for their children in Canada. We drew on field texts composed over two years that we spent alongside the children and their parents. Th…
Engaging in Narrative Inquiry
In Engaging in Narrative Inquiry, Second Edition, D. Jean Clandinin, a pioneer in narrative research, updates her classic formulation on narrative inquiry, clarifying, extending, and refining methods. This updated edition looks at changes and developments in the field since the publication of the first edition in 2013, exploring how narrative inquiry explores human lives through a narrative lens that honors experience as a source of important kno…
Considering Silences in Narrative Inquiry
Through coming alongside a Sami family, we open spaces to contemplate multiple forms of silence. We argue that rather than the antithesis to narrative, silence is an integral part of narrative inquiry. As narrative inquirers we need to be wakeful to what is told and also untold, often simultaneously. We believe that narrative inquiry is not necessarily about breaking silences, but it is also about honoring silences, as well as the practice of sil…
The necessity of a relational ethics alongside Noddings' ethics of care in narrative inquiry
Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving much earlier than usual we wanted to be there to greet the indigenous youth who we had come to know in the process of inquiring into their ongoing identity making. We came to know them over several months in a junior high school arts club and had developed relationships with them that were marked by care. In attending to care, Noddings (1984) offered us a way t…
‘I hope one more flower will bloom in my life’
Once becoming homeless, people confront various challenges. Despite hardships in their lives, the voices of people who are homeless are often silenced in society and the multiplicity of their experiences are undermined. To recognize the impact of homelessness from their understandings of life, the study reports in-depth conversations with people who are homeless in Japan. Through the qualitative research methodology of narrative inquiry, I engage…
A narrative inquiry into becoming attentive to relational ethics in recreation practice
This article narratively inquires into the experiences of the first author and two recreation practitioners he worked alongside as they became wakeful to their relations as non-Indigenous people living alongside Indigenous peoples in a community garden project. The experiences shared highlight how they negotiated notions of professional competence tied to outcomes of programming, and how such narrow stories silenced the relational aspects of thei…
Recognizing the Body as Being Political
People who are homeless inhabit public spaces; their bodies appear. Yet, they are not often seen as individuals with remarkable sufferings caused by invisibility in society. While thinking alongside the ideas elaborated by the German Jewish political theorist and philosopher, Hannah Arendt, I consider the possibility of a political act called forth by attending to the body of people who are homeless. By drawing on Arendt's deliberations on human …
The Relational Ethics of Narrative Inquiry
The Centrality of Reflexivity Through Narrative Beginnings
Autobiographical narrative inquiry is an approach with a specific set of methodological commitments that guide research practice, yet its place and position within the work on reflexive practice are lost or misrepresented. Reflexivity in the form of autobiographical narrative inquiries comes out of the relational ontological commitments of narrative inquiry. By inquiring into Michael's (the first author) experience as a researcher-practitioner, t…
The Sage Handbook of Research on Teacher Education
Exploring the Purposes of Fictionalization in Narrative Inquiry
Drawing on several studies we take up question about fictionalization in this article. In particular, we are interested in the intentions and purposes of fictionalization and discus these within the context of narrative inquiry. We draw attention to how fictionalizing has become a common and often unquestioned part of responding to concerns about anonymity raised by research ethics boards. We see three purposes for fictionalization: (a) protectio…
Engaging in Narrative Inquiry
Narrative inquiry examines human lives through the lens of a narrative, honoring lived experience as a source of important knowledge and understanding. In this concise volume, D. Jean Clandinin, one of the pioneers in using narrative as research, updates her classic formulation on narrative inquiry (with F. Michael Connelly), clarifying, extending and refining the method based on an additional decade of work. A valuable feature is the inclusion o…
Early career teacher attrition
Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. Forty second- and third-year teachers in rural, urban, and suburban boards ac…
Imagining it otherwise
Narrative Conceptions of Knowledge
The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are …
A narrative inquiry into familial and school curriculum making
In this paper we draw upon a narrative inquiry alongside urban Aboriginal youth and their families in western Canada; the overall goal of our inquiry was to understand their educational and schooling experiences. Shifting our focus from schools as the only place where curriculum is made, we draw on the conceptualization of children, youth, and families as also engaged as curriculum makers in homes and in communities and in the in-between places o…
A Return to Methodological Commitment
In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a “narrative revolution,” researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to name their methodology. In this paper, we lay out more clearly the ontological and epistemological commitments tha…
Narrative Inquiry
Narrative Inquiry
Narrative Inquiry: Philosophical Roots introduces key ideas of narrative inquiry and is the first book to explore in depth the theoretical underpinnings of the methodology. The authors open up ways of thinking about people’s experiences and their lives, which are situated and shaped by cultural, social, familial, institutional, and linguistic narratives. The authors draw on a range of theorists, creative nonfiction writers, poets, and essayists i…
Stories of Experience and Narrative Inquiry
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational researc…
Teachers' Professional Knowledge Landscapes
Classroom practice
Personal Practical Knowledge
Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowl…
Stories to Live By
Recently, writers on school change and implementation have shifted from the grand schemes and projects of the 1960s to school-based curriculum development and person-oriented approaches. Though more sensitive to local conditions and to teacher knowledge, these latter-day approaches inadequately recognize that (1) school reform is a complex practice/theory social process in which undirected change is inevitable; (2) schools and their participants …
Navigating Sites for Narrative Inquiry
Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narrative inquiries will be easy to design, live out, and represent in storied formats in journals, dissertations, or books. For the authors, though, narrative inquiry is much more than the telling of stories. There are complexities surrounding all phases of a narrati…
Narrative Inquiry
As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the l…
Teachers' personal practical knowledge on the professional knowledge landscape
Teachers' Professional Knowledge Landscapes
D. Jean Clandinin, F. Michael Connelly, Teachers' Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools, Educational Researcher, Vol. 25, No. 3 (Apr., 1996), pp. 24-30
Developing Rhythm in Teaching
This article explores the development of one novice teacher's personal practical knowledge during his first year of teaching. The work offers an account of personal practical knowledge, particularly of image, as nonpropositional in character; as having experiential origins and as having emotional and moral dimensions. The article analyzes the dilemmas that were created when one of the novice teacher's images, in its practical expressions, conflic…
Rhythms in teaching
Exploring the Purposes of Fictionalization in Narrative Inquiry
Drawing on several studies we take up question about fictionalization in this article. In particular, we are interested in the intentions and purposes of fictionalization and discus these within the context of narrative inquiry. We draw attention to how fictionalizing has become a common and often unquestioned part of responding to concerns about anonymity raised by research ethics boards. We see three purposes for fictionalization: (a) protectio…
Creating Communities of Cultural Imagination
In this article we narratively inquire (Clandinin & Connelly, 2000) into the making of a curriculum of diversity by attending to children's stories to live by as they rub up against one another, teachers' stories to live by, and stories of school. We focus on a particular curriculum space, peace candle gatherings, as the research site for attending to these moments of bumping up. Data for the article were gathered in two classroom settings, one i…
The necessity of a relational ethics alongside Noddings' ethics of care in narrative inquiry
Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving much earlier than usual we wanted to be there to greet the indigenous youth who we had come to know in the process of inquiring into their ongoing identity making. We came to know them over several months in a junior high school arts club and had developed relationships with them that were marked by care. In attending to care, Noddings (1984) offered us a way t…
Ethical Dilemmas in Relational Narrative Inquiry With Children
In the fall of a school year, the authors began work in an elementary inner-city school. Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiry intentions were to more fully understand the experiences of children, families, and teachers of diverse backgrounds as they engaged with each other in the school. They are experienced researchers who have worked with adults, teachers, teacher educators, and principals as …
Questioning the Research on Early Career Teacher Attrition and Retention
In this paper, we consider scholarly work on early career teacher attrition, and retention, from 1999 to 2010. Much of the literature has framed attrition as either a problem associated with individual factors (e.g., burnout), or a problem associated with contextual factors (e.g., support and salary). Some recent conceptualizations consider early career teacher attrition as an identity- making process that involves a complex negotiation between i…
The Centrality of Reflexivity Through Narrative Beginnings
Autobiographical narrative inquiry is an approach with a specific set of methodological commitments that guide research practice, yet its place and position within the work on reflexive practice are lost or misrepresented. Reflexivity in the form of autobiographical narrative inquiries comes out of the relational ontological commitments of narrative inquiry. By inquiring into Michael's (the first author) experience as a researcher-practitioner, t…
Re-Imagining Teacher Education
You Have Some Questions for Me?' considering Qualitative Interviewing
Interviewing, as a way of collecting research data, has emerged and been developed within the transition from modernist ideals to more postmodern perspectives about what constitutes knowledge. Interviewing practices range from standardized structured interviews to collect data in large-scale studies, to interviews that are more characteristic of a conversation that allow for a more expansive venture into an area of inquiry. While there are times …
Understanding social inclusion
Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three …
A narrative inquiry into familial and school curriculum making
In this paper we draw upon a narrative inquiry alongside urban Aboriginal youth and their families in western Canada; the overall goal of our inquiry was to understand their educational and schooling experiences. Shifting our focus from schools as the only place where curriculum is made, we draw on the conceptualization of children, youth, and families as also engaged as curriculum makers in homes and in communities and in the in-between places o…
Acknowledging the international breadth and depth of research on teaching and teacher education
Recognizing the Body as Being Political
People who are homeless inhabit public spaces; their bodies appear. Yet, they are not often seen as individuals with remarkable sufferings caused by invisibility in society. While thinking alongside the ideas elaborated by the German Jewish political theorist and philosopher, Hannah Arendt, I consider the possibility of a political act called forth by attending to the body of people who are homeless. By drawing on Arendt's deliberations on human …
Imagining it otherwise
The Development and Application of a Naturalistic Methodology for Situational Sense-Making as a Program Evaluation Strategy in Teacher Education
Personal Practical Knowledge
Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowl…
Classroom practice
Rhythms in teaching
Does It Rain on Vancouver Island
Developing Rhythm in Teaching
This article explores the development of one novice teacher's personal practical knowledge during his first year of teaching. The work offers an account of personal practical knowledge, particularly of image, as nonpropositional in character; as having experiential origins and as having emotional and moral dimensions. The article analyzes the dilemmas that were created when one of the novice teacher's images, in its practical expressions, conflic…
Stories of Experience and Narrative Inquiry
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational researc…
Learning to Live New Stories of Practice
tion program, I began to explore the issues of learning to teach from a practical knowledge and narrative perspective
On Seeing in Educational Research
Conversations with Collaborators, Colleagues, and Friends
Re-Imagining Teacher Education
Living the tension
This article is one of eight case studies prepared for Alberta Education (the provincial Department of Education) specifically the Teacher Evaluation Policy Impact Project, on the subject of teacher evaluation. A suburban, Protestant education district of thirteen schools participated in this study. A five‐member research team of university faculty and graduate students collaborated on the case study. Four of them have re‐presented the findings i…
Teachers' Professional Knowledge Landscapes
D. Jean Clandinin, F. Michael Connelly, Teachers' Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools, Educational Researcher, Vol. 25, No. 3 (Apr., 1996), pp. 24-30
Teachers' Professional Knowledge Landscapes
Teachers' personal practical knowledge on the professional knowledge landscape
Stories to Live By
Recently, writers on school change and implementation have shifted from the grand schemes and projects of the 1960s to school-based curriculum development and person-oriented approaches. Though more sensitive to local conditions and to teacher knowledge, these latter-day approaches inadequately recognize that (1) school reform is a complex practice/theory social process in which undirected change is inevitable; (2) schools and their participants …
Narrative Inquiry
Narrative Inquiry
As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the l…
Ethical Dilemmas in Relational Narrative Inquiry With Children
In the fall of a school year, the authors began work in an elementary inner-city school. Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiry intentions were to more fully understand the experiences of children, families, and teachers of diverse backgrounds as they engaged with each other in the school. They are experienced researchers who have worked with adults, teachers, teacher educators, and principals as …
Creating Communities of Cultural Imagination
In this article we narratively inquire (Clandinin & Connelly, 2000) into the making of a curriculum of diversity by attending to children's stories to live by as they rub up against one another, teachers' stories to live by, and stories of school. We focus on a particular curriculum space, peace candle gatherings, as the research site for attending to these moments of bumping up. Data for the article were gathered in two classroom settings, one i…
Composing Diverse Identities
Narrative Inquiry
The paper briefly outlines the history and development of the methodology of narrative inquiry. It draws attention to the need for careful delineation of terms and assumptions. A Deweyan view of experience is central to narrative inquiry methodology and is used to frame a metaphorical three-dimensional narrative inquiry space. An illustration from a recent narrative inquiry into curriculum making is used to show what narrative inquirers do. Issue…
Mapping a Landscape of Narrative Inquiry
There are real differences of opinion on the epistemological, ideological, and ontological commitments of narrative inquirers as well as real differences with those who do not identify as narrative inquirers. These differences require careful attention and discussion if the field of narrative inquiry is to realize its potential for making a contribution to the study of human experience and lives. This chapter help to clarify these discussions by …
Looking Ahead
Handbook of narrative inquiry
Sociology (41 obras) · Psychology (38 obras) · Pedagogy (30 obras) · Narrative (29 obras) · Mathematics education (21 obras) · Narrative inquiry (20 obras) · Teacher Education and Leadership Studies (17 obras) · Art (16 obras) · Epistemology (16 obras) · Literature (16 obras)