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Narrative
Inquiry
Dynamic
Storytelling
and
Reflecting
Workshop
at
the
University
of
Belgrade
September
4,
2012
Colette
Daiute,
The
Graduate
Center,
City
University
of
New
York
cdaiute@gc.cuny.edu
Aleksander
Baucal,
University
of
Belgrade
Jelena
Radisic,
Institute
of
Educational
Research
Schedule
Based
on
10:00
3:00
(with
break
for
lunch)
10:00:
Welcome,
introductions,
and
overview
of
the
workshop
10:10
10:30:
Dynamic
narrating
warm
up
10:30
11:00:
Presentation
1:
Why
narrative
&
narrative
inquiry
design?
11:00
11:30:
Group
brainstorming
about
narrative
inquiry
design
&
values
analysis
Coffee
during
group
work
11:30
Presentation
2:
Plot
analysis
individuals
interact
with
society
12:00
12:30:
Group
work
and
discussion
with
plot
analysis
12:30
1:15:
Lunch
(order
in
pizza)
1:15
1:30:
Reflection
Between
the
narratives
1:30-1:50:
Presentation
3:
Significance
analysis
language
skills
for
diversity
1:50
2:20:
Group
work
with
significance
analysis
2:20
2:45:
Reflection
&
Discussion
What
we
gain
from
narrative
inquiry
2:45
3:00:
Fact
sheet,
implications,
Hvala!
1
Daiute,
Narrative
inquiry
Workshop,
4-9-12
Narrative Inquiry Workshop
Colette Daiute, cdaiute@gc.cuny.edu
University of Belgrade, September 4, 2012
Group work #1
Set-up for Activity-meaning System Design for Your Study
2. Identify stakeholders who control and negotiate related meanings & possible
stakeholder expressions for analysis:
Identifying stakeholders and stakeholder expressions for an activity-meaning system design
Sphere of activity Example of a Example of a YOUR STUDY
stakeholder stakeholder
expression
Broad societal sphere relevant Educational institutions Statement of
seeking violence prevention;
curricular goals
Curriculum developers
Participant role responsible for socially Teachers Teachers
reproducing socio-cultural values implementing
the curriculum
Mrs. Morales
Individual cultural-personal role Teacher as person in a Teachers group-
broader context personal values
interacting with
the curriculum
Subject meant to take up the value(s) Students identified as Students in the class
students & in terms of Mrs. Morales
other relevant student, Jeff
demographics
2
Daiute,
Narrative
inquiry
Workshop,
4-9-12
Value
#
4:
5.
Identify
processes
of
negotiating
those
values:
Performing,
contesting,
centering
Value
Stakeholder
Stakeholder
Stakeholder
Stakeholder
Stakeholder
#
1
#
2
#
3
#
4
#
5
Value
1:
Value
2:
Value
3:
Value
4:
3
Daiute,
Narrative
inquiry
Workshop,
4-9-12
A plot analysis identifies the basic structure of a narrative and as such can apply to a
single narrative, many narratives, interviews, letters or other time-marked discourses.
The plot analysis identifies the structure of a plot most simply beginning, middle, and
end more complexly: initiating action, complicating actions, plot conflict or turning
point, resolution strategies, and ending. For plot analysis single narratives can do, but for
more theory-based studies, applying plot analyses to expression across an activity-
meaning system is powerful.
1. Read each narrative, then read it again. When you think you are familiar with the
narrative, take a first step at identifying what seem to be is major movements by
identifying what you perceive as the beginning, middle, and end sections, and more
specifically the plot elements. What can help with this (but is not necessary) is to
separate the sentences or independent clauses (if theres no punctuation or inconsistent
punctuation).
2. Identify the plot elements, including
2.a Setting
2.b Characters: major actors in the narrative protagonist, antagonist, other relevant
characters (who may emerge later on in the process, such as in resolution
strategies)
2.c Initiating action = This action initiating would motivate the plot, which the
narration then follows through (albeit with inexperienced narrators sometimes in a
minimal way). This plot motivator is also referred to as breach, trouble,
the engine of the plot.
2.d Complicating action(s) = actions building from the initiating action you
noted in #2.
2.e High point turning point where complication becomes the climax, point, or
point before the action begins to recede to
2.f Resolution strategy(ies) = Attempts to resolve the main plot issue, need not
can be more than one, need not be an ultimate resolution
2.g Coda or Moral
2.h Narrator perspective Based on the high point and resolution strategies, coda
if included, what does the narrator seem to be saying with this narrative?
3. Make an outline of the major plot elements = initiating action, complicating actions,
high point, resolution strategies. Notice, in particular, the major plot central/plot turning
- issue or conflict enacted in the high point.
4. Compile the conflict issues across the relevant set of narratives in this plot analysis.
5. Compile the resolution strategies.
6. What similarities and differences do you observe across the conflict issues?
7. What similarities and differences do you observe across the resolution strategies.
8. What observations from this plot analysis address your research question(s)?
4
Daiute,
Narrative
inquiry
Workshop,
4-9-12
5
Daiute,
Narrative
inquiry
Workshop,
4-9-12
Groupwork # 3
Significance Analysis
2. When you think you are familiar with the narrative or corpus where you would like to
begin, take a first step to identify in a general way the evaluative devices.
For today, focus on Psychological states Cognitive & Affective
*Psychological states (typically verbs forms, but also related nouns, adjectives)
*Cognitive (think, know, expect, realize), social-cognitions (disagree, argue),
intentions (try to, had to), perceptions (see, hear, listen).
*Affective (feel sorry, sad, cry, happy, want [desire])
Reported speech (she said, we had to talk)
3. Identify patterns of evaluative device expressions (by individual, group, genre, or some
other factor relevant to your study). Based on frequencies and/or placement, observe
similarity, difference, change over context, time, or other qualities relevant to your
research design and questions.
6
Daiute,
Narrative
inquiry
Workshop,
4-9-12
7
Daiute,
Narrative
inquiry
Workshop,
4-9-12
Narrative
Inquiry
Dynamic
Storytelling
and
Reflecting
KEY
CONCEPTS
Workshop
at
the
University
of
Belgrade,
September
4,
2012
Colette
Daiute,
The
Graduate
Center,
City
University
of
New
York
cdaiute@gc.cuny.edu
Presentation
1:
Why
narrative
&
narrative
inquiry
design?
Theory-concept-method:
Dynamic
narrating
Principles
of
dynamic
narrating
Activity-meaning
system
design
to
include
diverse
stakeholders
from
diverse
positions
in
society
Values
analysis
Negotiation
of
values
across
stakeholders
Group
brainstorming
about
narrative
inquiry
design
&
values
analysis
Presentation
2:
Plot
analysis
individuals
interact
with
society
Theory-concept-method:
Plot
Plot
structure
Materiality
of
narrator
interactions
with
environment
via
use
of
narrative
as
a
cultural
tool
Between
narratives
conversations
with
diverse
audiences
(present,
powerful,
meaningful
in
other
ways)
Group
work
and
discussion
with
plot
analysis
Presentation
3:
Significance
analysis
language
skills
for
diversity
Theory-concept-method:
Narrator
significance
-
interactions
via
evaluative
devices
Significance
analysis
Psychological
state
analysis
cognitive
&
affective
states
to
connect
&
individualize
Group
work
with
significance
analysis
Reflection
&
Discussion
What
we
gain
from
narrative
inquiry,
Follow-up
8
Daiute,
Narrative
inquiry
Workshop,
4-9-12
References
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(translators). Speech genres and other late essays. (p. 259-422). Austin, TX:
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Bruner, J. (1986). Acts of meaning. Cambridge, MA: Harvard University Press.
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analysis: Studying the development of individuals in society. (pp. 111 134). Thousand Oaks,
CA: Sage Publications.
Daiute, C. 2006. Stories of Conflict in U.S. public schools. In C. Daiute, Z. Beykont, C. Higson-Smith,
L. Nucci (Eds.) International perspectives on youth conflict and development. New York:
Oxford University Press.
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politics of childrens rights. Journal of Social Issues, 64:4, 701 723.
Daiute, C. (2010). Human development and political violence. New York: Cambridge
University Press.
Daiute, C. (2011). Trouble in, around, and between narratives. Narrative Inquiry,
21: 2, 329-336.
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Thousand Oaks, CA: Sage Publications.
Daiute, C. & Nelson, K.A. (1997). Making sense of the sense-making function of narrative
evaluation. Journal of Narrative and Life History, 7:(1 - 4), 207 - 215.
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City University of New York.
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Daiute,
Narrative
inquiry
Workshop,
4-9-12
Ninkovic, M. (in press). Changing the subject: Human resource management in post-
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looking at a childs narrative. New York: Plenum.
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