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    Researching practice: the methodological case for narrative inquiry

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    Author
    Riley, T; Hawe, P
    Date
    2005-04-01
    Source Title
    HEALTH EDUCATION RESEARCH
    Publisher
    OXFORD UNIV PRESS
    University of Melbourne Author/s
    Riley, Therese
    Affiliation
    Population Health
    Metadata
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    Document Type
    Journal Article
    Citations
    Riley, T. & Hawe, P. (2005). Researching practice: the methodological case for narrative inquiry. HEALTH EDUCATION RESEARCH, 20 (2), pp.226-236. https://doi.org/10.1093/her/cyg122.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/30488
    DOI
    10.1093/her/cyg122
    Abstract
    Research interest in the analysis of stories has increased as researchers in many disciplines endeavor to see the world through the eyes of others. We make the methodological case for narrative inquiry as a unique means to get inside the world of health promotion practice. We demonstrate how this form of inquiry may reveal what practitioners value most in and through their practice, and the indigenous theory or the cause-and-consequence thinking that governs their actions. Our examples draw on a unique data set, i.e. 2 two years' of diaries being kept by community development officers in eight communities engaged in a primary care and community development intervention to reduce postnatal depression and promote the physical health of recent mothers. Narrative inquiry examines the way a story is told by considering the positioning of the actor/storyteller, the endpoints, the supporting cast, the sequencing and the tension created by the revelation of some events, in preference to others. Narrative methods may provide special insights into the complexity of community intervention implementation over and above more familiar research methods.
    Keywords
    Curriculum and Pedagogy

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