O'Grady, Grace and Clandinin, Jean and O'Toole, Jaqueline
(2018)
Engaging in educational narrative inquiry: making
visible alternative knowledge.
Irish Educational Studies, 37 (2).
pp. 153-157.
ISSN 0332-3315
Abstract
This Special Issue on Narrative Inquiry has its origins in a series of conferences convened
by Dr Grace O’ Grady, Maynooth University, Dr Jacqueline O’ Toole, Institute
of Technology, Sligo, and Dr Anne Byrne, National University of Ireland, Galway. All
three had been engaged with narrative ideas in their respective research. Indeed many
conversational spaces on narrative were already in place in Ireland i.e. the Centre for
Transformative Narrative Inquiry, Maynooth University, and the Narrative Cluster,
NUI, Galway, among others. We recognized, however, that a wider forum was
needed to discuss, debate and disseminate narrative studies in a broader context,
hence was born the Irish International Narrative Inquiry Conferences. The first conference
took place in IT Sligo in 2014 and in subsequent years moved to Maynooth
University and NUI Galway. What was immediately in evidence was the thirst for
these conferences. In addition to the huge output of narrative inquiry studies across
the island of Ireland, internationally renowned scholars including Professors Maria
Tamboukou, Ann Phoenix and one of the editors of this Special Issue, D. Jean Clandinin,
delivered keynote addresses at the conferences. The conference series continues
to offer an incredible learning space to share and learn about narrative inquiry.
Item Type: |
Article
|
Keywords: |
narrative Studies; |
Academic Unit: |
Faculty of Social Sciences > Education |
Item ID: |
11427 |
Identification Number: |
https://doi.org/10.1080/03323315.2018.1475149 |
Depositing User: |
Grace O'Grady
|
Date Deposited: |
22 Oct 2019 14:35 |
Journal or Publication Title: |
Irish Educational Studies |
Publisher: |
Routledge |
Refereed: |
Yes |
URI: |
|
Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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