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date: 27 January 2020

Abstract and Keywords

Narrative inquiry is a relatively recent edition to qualitative scholarship, related to the narrative turn in social science research. Three distinct pathways to narrative are summarized in the first half of this chapter: narrative knowing as described by Jerome Bruner; narrative inquiry as described by F. Jean Clandinin and Michael Connelly; and critical storytelling as described by Tom Barone. Descriptions of each pathway include theoretical underpinnings as well as examples of studies from various disciplines, including music education, in which authors claim narrative inquiry or make use of narrative techniques. The second half of the chapter includes descriptions of five markers or characteristics of narrative scholarship and the tensions within those markers given the three narrative pathways and the diverse uses of narrative by scholars in the social sciences. Comments on assessing narrative scholarship conclude the chapter.

Keywords: Narrative, story, narrative knowing, narrative inquiry, critical storytelling, self, story and culture, narrative commonplaces, literary nonfiction, relationality, resonant work

Sandra L. Stauffer

Sandra Stauffer is Professor of Music Education at Arizona State University, where she teaches undergraduate and graduate courses in general music, creativity, and qualitative research. Sandra is co-author/co-editor with Margaret Barrett of Narrative Inquiry in Music Education: Troubling Certainty and Narrative Soundings: An Anthology of Narrative Inquiry in Music Education, as well as co-author with others of general music pedagogical texts. Sandra has collaborated with composer Morton Subotnick in the development of his creative music software for children, and her studies of children and young people as composers appear in research and pedagogy journals.

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