Narrative inquiry and relational ethics: Negotiating the lived experiences of international school teachers in China

Research output: Contribution to journalArticlespeer-review

6 Citations (Scopus)

Abstract

This paper is a reflective account of using narrative inquiry and relational ethics as part of doctoral research that explored the lived experiences and identity construction of international school teachers in Shanghai, China. Specifically, it illustrates how narrative inquiry informed the whole research process by focusing on three aspects of the research process: data collection, data transcription, and data analysis. Excerpts from interviews and email correspondence with the participants are drawn on in order to illustrate how the interpretation of the interview data was negotiated through a process of dialogic member-checking. They also reveal moments where the juxtaposition of my interpretation of the data with the participants’ words functioned as a form of reflexivity which bolstered ethical bonds between the researcher and the participants. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)113-124
JournalInternational Journal of Research and Method in Education
Volume44
Issue number2
Early online dateApr 2020
DOIs
Publication statusPublished - 2021

Citation

Poole, A. (2021). Narrative inquiry and relational ethics: Negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education, 44(2), 113-124. https://doi.org/10.1080/1743727X.2020.1755247

Keywords

  • Narrative inquiry
  • Relational ethics
  • Qualitative methodology
  • International school teachers
  • Interviews
  • Member-checking

Fingerprint

Dive into the research topics of 'Narrative inquiry and relational ethics: Negotiating the lived experiences of international school teachers in China'. Together they form a unique fingerprint.