Affiliation:
1. City College of New York NY, USA
Abstract
The purposes of this article are to acknowledge challenges to traditional narrative inquiry raised by poststructural theory, and to demonstrate how poststructural thought can guide narrative research. After placing narrative inquiry within the broad historical context of educational research, and offering a poststructural critique of ‘traditional’ narratives, the author uses this critique to guide the development of narratives of children with HIV. Excerpts of a narrative of a nine-year-old HIV-positive boy, and excerpts from the author’s own construction of the research and ‘stance’, are provided.
Subject
History and Philosophy of Science,Social Sciences (miscellaneous)
Reference1 articles.
1. English, F.W. (2000) ‘ A Critical Appraisal of Sara Lawrence-Lightfoot’s Portraiture as a Method of Educational Research ’, Educational Researcher 29(7): 21–26 .
Cited by
21 articles.
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