Using Narrative as a Data Source and Analytic Method to Investigate Learning Outside of Traditional School Settings with Diverse Youth

Narrative is used to describe and understand how people construct meaning of their lives and experiences and how they think about their own and others' identities. We examined narrative as both data source and method of analysis for investigating learning in non-traditional school settings with...

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Bibliographic Details
Published inResearch in the schools Vol. 15; no. 2; pp. 65 - 79
Main Authors Martell, Sandra Toro, Antrop-Gonzalez, Rene
Format Journal Article
LanguageEnglish
Published Jacksonville Mid-South Educational Research Association (MSERA) 01.10.2008
Research in the Schools
Subjects
Academic Achievement
Conventional Instruction
Education
Educational Environment
Educational Experience
Educational Researchers
Elementary School Students
Empowerment
High School Students
Interpersonal Relationship
Interviews
Journal Writing
Knowledge
Learning
Learning Processes
Museums
Narratives
Qualitative research
Research methodology
Researchers
Scholars
Schools
Socioeconomic factors
Socioeconomic Status
Student Journals
Students
Teacher Student Relationship
Teaching
Teaching Methods
Validity
New York
United States > US
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Summary:Narrative is used to describe and understand how people construct meaning of their lives and experiences and how they think about their own and others' identities. We examined narrative as both data source and method of analysis for investigating learning in non-traditional school settings with students from diverse socio-economic status and ethnic backgrounds. We present findings from narrative-based research with 2 sets of students who revealed their positionalities through narratives. Student narratives were composed of both words and words and images and recounted their understandings about educational experiences exploring their own and others' cultures. Recurring themes across student narratives included understanding about learning environments; the importance of social interactions with peers; teachers as mediators; and restructuring curriculum. Overall student narratives supported views of school as sanctuary and museum as fun. (Contains 6 figures.)
ISSN:1085-5300