Innovations in Narrative and Metaphor

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.

Combines contributions by high-profile and emerging scholars working innovatively with methodologies inspired by theories of narrative and/or metaphor Offers practical and relevant strategies for research and writing Provides examples from indigenous researchers on narrative and metaphor in research, and as tools of decolonisation

Auteur

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 Pkeh identity. She then proceeded to designand implement an arts-based research project using critical autoethnography and duoethnography as a means of telling the story of becoming a Pkeh 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.

Contenu
Innovations in narrative and metaphor.- 1 Narrative and metaphor: The beginning matter.- 2 narrative and Metaphor: The story of a network.- Writing as a craft.- 2 When I was Seventeen.- 4 Snowflakes, splinters, and cobblestones: Metaphors for writing.- 5 The case for faction as a potent method for integrating fact and fiction in research.- 6 Writing innovative narratives to capture the complexity of lived experiences: Poetry, scriptwriting and prose.- Ethics and rethinking narrative research.- 7 "Who said this?" Negotiating the ethics and politics of co-authorship in collaborative community text-making.- 8 Writing narratives of hope: An act of aroha.- 9 Reconfiguring narrative methodologies: Thresholds of realities in post-qualitative methodologies.- Metaphor and fictional devices.- 10 Snow White, a mirror and whiteness: Entangling thoughts in metaphors.- 11 Flow my tears, the teacher said: Science fiction as method.- 12 Placing narrative and metaphor in the flow of contemporary music:PJ Harvey's The Community of Hope.- Personal storytelling.- 13 Grief, loss and critical autoethnography: The father's tale.- 14 Narrative and educational change: The power of intentional interruption.- Performance and practice.- 15 An empty chair performs: Performative inquiry.- 16 A gap in the place where a teacher should be.- 17 Materializing memories as visual narrative: Voices from autoimmune and dementia settings.