O'Grady, Grace
(2018)
An entry into a creative, rhizomatic narrative
inquiry into young people’s identity construction.
Irish Educational Studies, 37 (2).
pp. 255-274.
ISSN 0332-3315
Abstract
Located in a larger study that attempted to challenge taken-for-granted or
homogenizing assumptions about constructions of adolescent identity and to
interrogate radically the process of qualitative research in this field [O’ Grady,
G. (2012). “Constructing Identities with Young People using Creative
Rhizomatic Narrative.” PhD Thesis. Queen’s University Belfast], the paper picks
up the narrative of the research journey at a moment of meeting with Kim
Etherington, Professor of Narrative Research at the University of Bristol. It
opens with the conversation that ensued and my introduction to the figure of the
rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). A thousand plateaus:
Capitalism and Schizophrenia. Translated by B. Massumi. London: Continuum,
8) which, alongside other poststructuralist ideas, I subsequently used to
conceptualize and frame the inquiry. In grappling with the questions posed in
our conversation, I hope to make visible three interweaving themes in this paper:
My difficulties initially in ‘inhabiting’ the philosophical positions I took up in
this creative narrative inquiry; my growing commitment to a form of narrative
inquiry that challenges inherited dominant understandings of subjectivity and
research methodologies and finally, my encounters with ‘otherness’ in the
construction of self/other as a thematic thread that interwove all the narratives
of the young people in the larger study.
| Item Type: |
Article
|
| Keywords: |
narrative; rhizome; adolescent identity; othering; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
11428 |
| Identification Number: |
https://doi.org/10.1080/03323315.2018.1471411 |
| Depositing User: |
Grace O'Grady
|
| Date Deposited: |
22 Oct 2019 14:25 |
| 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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