Innovations in Narrative and Metaphor: Methodologies and Practices

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Sandy Farquhar, Esther Fitzpatrick
Springer, Feb 26, 2019 - Social Science - 288 pages

This book pursues an interdisciplinary approach to open a discourse on innovative methodologies and practices associated with narrative and metaphor. Scholars from diverse fields in the humanities and social sciences report on how they use narrative and/or metaphor in their scholarship/research to arrive at new ways of seeing, thinking about and acting in the world. The book provides a range of methodological chapters for academics and practitioners alike. Each chapter discusses various aspects of the author’s transformative methodologies and practices and how they contribute to the lives of others in their field. In this regard, the authors address traditional disciplines such as history and geography, as well as professional practices such as counselling, teaching and community work.

 

Contents

The Beginning Matter
3
The Story of a Network
15
Writing as Craft
27
3 When I Was Seventeen
28
Metaphors for Writing
39
5 The Case for Faction as a Potent Method for Integrating Fact and Fiction in Research
56
Poetry Scriptwriting and Prose
73
Ethics and Rethinking Narrative Research
94
Entangling Thoughts in Metaphors
149
Science Fiction as Method
166
PJ Harveys Community of Hope
183
Personal Storytelling
200
The Fathers Tale
203
The Power of Intentional Interruption
221
Performance and Practice
235
Performative Inquiry
237

7 Who Said This? Negotiating the Ethics and Politics of Coauthorship in Community TextMaking
95
An Act of Aroha
119
Thresholds of Realities in Postqualitative Methodologies
133
Metaphor and Fictional Devices
146
16 A Gap in the Place Where a Teacher Should Be
253
Voices from Autoimmune and Dementia Settings
267
Appendix
287
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About the author (2019)

Dr Sandy Farquhar’s interest in narrative and metaphor began during her PhD programme, which focused on the philosophy of education. She has published widely in the area of narrative theories, including her book, Ricoeur, Identity and Early Childhood (2010) and two co-edited special issues of Educational Philosophy and Theory on the philosophy of early childhood (2007 and 2014). She has authored or co-authored a number of papers on narrative identity and metaphor for various journals. Sandy has a variety of teaching and research interests including metaphor studies, theories of narrative, teacher identity, early childhood curriculum, politics and policy, philosophy of education and childhood studies.

Dr Esther Fitzpatrick’s interest in narrative and metaphor began with exploring narrative inquiry as a methodology in her Master’s thesis, which focussed on generating, analysing and telling children’s stories of their perspectives on Pākehā identity. She then proceeded to design and implement an arts-based research project using critical autoethnography and duoethnography as a means of telling the story of becoming a Pākehā educator for her doctorate. She has published and presented extensively in the area of innovative methodologies for generating stories as data. She has authored or co-authored numerous book chapters and articles for various journals. She has a broad range of teaching and research interests including culturally responsive pedagogies, narrative inquiry, critical theory and pedagogy, arts-based methods and strategies, decolonising practices, neoliberalism, and teacher identity.

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