Narrative enquiry

It is only recently that I have become interested in the use and interpretation of narratives and in particular the acceptance of stories as valuable sources of data. Stories are certainly interesting and have been used for many years by management consultants and others who present examples of successful (and unsuccessful) practice as a basis for discussion as to how successful practice might be emulated and disasters avoided. What has always taxed me has been how information derived from storytelling can be structured in such a way as to produce valid research findings. It took an experienced group of postgraduate and postdoctoral students who had planned their research on narrative inquiry lines to sort me out and to explain precisely what was involved. I was not even sure what 'narrative inquiry' actually meant and so, always believing the best way to find out is to ask an expert, I asked one member of the group, Dr Janette Gray, to tell me. She wrote as follows:

It involves the collection and development of stories, either as a form of data collection or as a means of structuring a research project. Informants often speak in a story form during the interviews, and as the researcher, listening and attempting to understand, we hear their 'stories'. The research method can be described as narrative when data collection, interpretation and writing are considered a 'meaning-making' process with similar characteristics to stories (Gudmunsdottir 1996: 295). Narrative inquiry can involve reflective autobiography, life story, or the inclusion of excerpts from participants' stories to illustrate a theme developed by the researcher. A narrative approach to inquiry is most appropriate when the researcher is interested in portraying intensely personal accounts of human experience. Narratives allow voice - to the researcher, the participants and to cultural groups - and in this sense they can have the ability to develop a decidedly political and powerful edge. (Gray 1998: 1)

Colleagues to whom I had earlier spoken and who had success-fully adopted a narrative inquiry approach to one or more of their research projects had always made it clear that stories were not used merely as a series of 'story boxes' piled on top of one another and with no particular structure or connecting theme. The problem I had was in understanding how such structures and themes could be derived. Jan's explanation was as follows:

All forms of narrative inquiry involve an element of analysis and development of themes, dependent on the researcher's perspective. Stories share a basic structure. The power of a story is dependent on the storyteller's use of language to present an interpretation of personal experience. The skill of the narrative researcher lies in the ability to structure the inter-view data into a form which clearly presents a sense of a beginning, middle and an end. Even though the use of story as a research tool is a relatively new concept in the social sciences, historically story has been an accepted way of relating knowledge and developing self-knowledge. One of the major strengths of such a means of conducting inquiry is the ability to allow readers who do not share a cultural background similar to either the storyteller or the researcher to develop an understanding of motives and consequences of actions described within a story format. Narrative is a powerful and different way of knowing..

Data collection for narrative research requires the researcher to allow the storyteller to structure the conversations, with the researcher asking follow-up questions. So a narrative approachto the question of how mature-age under-graduates perceive their ability to cope with the experience of returning to study would involve extended, open-ended interviews with one or two mature-aged students. This would allow the students to express their personal experience of the problems, frustrations and joys of returning to study. It might also involve similar 'conversations' with other stakeholders in their education - perhaps family members; their tutors and lecturers - to provide a multiple perspective of the context of the education of mature-aged undergraduates. (Gray 1998: 2)

Jan added that 'the benefit of considerate and careful negotiation will be a story allowing an incredibly personal and multi-faceted insight into the situation being discussed'. I am sure this is so. I have become convinced of the value of this approach and that stories can in some cases serve to enhance understanding within a case study or an ethnographic study. However, narratives can present their own set of problems:

Interviews are time-consuming and require the researcher to allow the storytellers to recount in their own way the experience of being (or teaching) a student. This may not emerge in the first interview. Until a trust relationship has developed between researcher and storyteller, it is highly unlikely that such intimate information will be shared. Such personal involvement with the researcher involves risks and particular ethical issues. The storytellers may decide they have revealed more of their feelings than they are prepared to share publicly and they may insist either on substantial editing or on with-drawing from the project. (Gray 1998: 2)

Problems of this kind can arise in almost any kind of research, particularly those which are heavily dependent on interview data, but the close relationship needed for narrative inquiry can make the researcher (and the storyteller) particularly vulnerable.

The fact that the narrative approach carries with it numbers of potential difficulties, particularly for first-time researchers, and researchers operating within a particularly tight schedule, certainly does not mean that it should be disregarded when considering an appropriate approach to the topic of your choice. Far from it - but as is the case with all research planning, I feel it would be as well to discuss the issues fully with your supervisor before deciding what to do, and if possible to try to find a supervisor who is experienced, or at least interested in narrative inquiry.

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