Research on the Boundaries: Narrative Inquiry in the Midst of Organized School Reform.

QUALITATIVE research; NARRATIVE inquiry (Research method); TEACHER attitudes; SCHOLARS; EXPERIENCE; EDUCATIONAL change; NO Child Left Behind Act of 2001

The author centers on narrative inquiry as a “multilayered and many stranded” form of qualitative research (Clandinin & Connelly, 2000, p. xvii), one that unfurls in the midst of a plethora of social phenomena and other research agendas (Conle, 1999). In the article, the narrative inquiry broadly relates to organized school reform in the years leading up to and immediately following the introduction of the No Child Left Behind Act of 2001 (2002). The work depicts the narrative inquirer as part of a human parade (Connelly & Clandinin, 1999) situated on a continuum of time, place, the personal, and the social (Clandinin & Connelly, 2000). The narrative inquirer, similar to all other researchers, is complicit not only in what stories become lived and relived but also in how stories become told and retold about experiences encountered and enacted in the field of education. In this particular instance, the author focuses on the bumping up places between narrative inquiry and other research and societal perspectives while discussing, from a methodological point of view, the interstices where teacher knowledge, school context, and organized reform meet. [ABSTRACT FROM AUTHOR]

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