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Narrative Inquiry, Reflection, and Researcher Bias: Thinking about Interactions of Differing Educational Narratives
EDUCATIONAL REFLECTIVE PRACTICES
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This paper shows how a long term process of narrative inquiry may act as a reflective tool for challenging and revising preliminary researcher frames for an inquiry. In this paper I return to a detailed set of fieldnotes taken over a several year period to show how my own assumptions and biases changed throughout the course of inquiry. This work is based on a study of newcomer Chinese family educational narratives. Several stories encountered during the first days of field work are revisited as they show up through the course of conducting field work.
Shijing Xu, in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2012, pp. 69-97, DOI:10.3280/ERP2012-001005
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