You are here:

Heard any really good stories lately? A critique of the critics of narrative in educational research
ARTICLE

TATE Volume 13, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this paper I examine the problems of “truth” in the use of narratives to study teaching. The analysis focuses on the themes of universality and control that have dominated the study of teaching and conceptions of the relationship between research and social policy. I argue (1) that teaching can only be known through story; (2) that story gives rise to provisional models that teachers can use to address local situations; and (3) that policy is a storied process grounded in the cherished narratives of a society and, thus, story is central to fostering school improvement.

Citation

Doyle, W. Heard any really good stories lately? A critique of the critics of narrative in educational research. Teaching and Teacher Education: An International Journal of Research and Studies, 13(1), 93-99. Elsevier Ltd. Retrieved December 9, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(96)00039-X