Citation

O' Grady G, Clandinin DJ, O' Toole J. Ir. Educ. Stud. 2018; 37(2): 153-157.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/03323315.2018.1475149

PMID

unavailable

Abstract

Contemporary theories of self view subjectivity as fluid and contextual, constructed and reconstructed through the stories people tell themselves and others about who they are (Riessman Citation2008). These stories/narratives are stitched into the ways of seeing, knowing and being that are made available to us in our culture: discourses that are often invisible. Construing the self as discursively structured has led to the bourgeoning of narrative inquiry in the social sciences away from the realist assumptions of inherited positivist research methodology. Feminist/Poststructuralist and Postcolonialist writers have produced transgressive, experimental and emancipatory research genres that attempt to make visible alternative knowledge often silenced and/or contested (Speedy Citation2008). Locating itself in this critical paradigm, the articles in this issue explore how unquestioned, taken-for-granted meta-narratives can dominate the production of knowledge in multiple social/educational contexts and how narrative methods enable silenced knowledge to be articulated.

Language: en