Emerald, 2019
Series: Advances in Research on Teaching
Edited by Vicki Ross and Elaine Chan, this book features the scholarship of Cindy Clarke and Derek Hutchinson, with special contributions by Shaun Murphy, Ross and Chan. This volume explores experiences of narrative inquiry in order to make sense of research, identities, and the response community we have created through this process. Experts in the field bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work. The process of collaboration on this volume has provided a deeper understanding of some of the ways in which narrative inquirers are able to establish and sustain relationships over time and distance. Narrative inquiry is inherently relational and this book deepens understanding regarding the ways in which academics working together enables, enhances, and animates individual research. The methodological approaches used are rooted in this relational ontology. Artistic methods that engage metaphor such as poetry and story are utilized in order to attend to the complexities of lives and the nuances of experience. Through this unique approach, this volume addresses the benefits of Researchers emphasizing relationships in their work and will prove an invaluable contribution for researchers and leaders in the field of Education and Teaching.
Check out the book and individual chapters at https://www.emerald.com/insight/publication/doi/10.1108/S1479-3687201933
Palgrave Macmillan, 2020
Series: Palgrave Studies on Leadership and Learning in Teacher Education
This new book by Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell, M. Michael Pérez, (four of whom are Narrative SIG members) traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. The chapter on narrative inquiry, for example, explores the authors’ journeys to becoming narrative inquirers and takes a reflective look at narrative inquiry methods in their work with novice narrative inquirers. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/ teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career.