Creating a Narrative Inquiry Space in a School Place: Exploring the Tensions and Possibilities

• In Event: Students, Preservice Teachers, and Teachers as Knowers: Intersections and Encounters

Abstract

We are currently engaged in a narrative inquiry alongside urban Aboriginal youth and their families. The overall goal of our inquiry is to understand the educational and schooling experiences of urban Aboriginal youths and their families. The purpose of this paper is to explore the tensions and possibilities in creating a narrative inquiry space in a school place. We inquire into the field texts to identify tensions and possibilities that emerged when we first conceptualized the study and that became visible in the midst of our research. The narrative inquiry is situated in a Canadian urban public school site where, through an arts-based after school club we meet with Aboriginal youths in grades 7 to 9.

Authors

• Vera F. Caine, University of Alberta

• D. Jean Clandinin, University of Alberta

• Florence A. Glanfield, University of Alberta

• Simmee Chung, University of Alberta

• Shauna Bruno, University of Alberta

• Trudy Michelle Cardinal, University of Alberta