Article published In:
Narrative Inquiry
Vol. 13:2 (2003) ► pp.269286
Cited by

Cited by 12 other publications

Burman, Erica
2006. Emotions and reflexivity in feminised education action research. Educational Action Research 14:3  pp. 315 ff. DOI logo
Burman, Erica
2009. Beyond ‘emotional literacy’ in feminist and educational research. British Educational Research Journal 35:1  pp. 137 ff. DOI logo
de Freitas, Elizabeth & Jillian Paton
2009. (De)facing the Self. Qualitative Inquiry 15:3  pp. 483 ff. DOI logo
Freitas, Elizabeth De
2007. Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text. Interchange 38:4  pp. 335 ff. DOI logo
Lindsay, Gail, Louise Kell, Jennifer Ouellette & Holly Westall
2010. Using ‘I’ in scholarly writing: how does reflecting on experience matter?. Reflective Practice 11:3  pp. 271 ff. DOI logo
Mariskind, Clare
2013. ‘Always allowing the voice’: expectations of student participation and the disciplining of teachers' practice. Teaching in Higher Education 18:6  pp. 596 ff. DOI logo
McCormack, Coralie
2009. Stories return personal narrative ways of knowing to the professional development of doctoral supervisors. Studies in Continuing Education 31:2  pp. 141 ff. DOI logo
Orland-Barak, Lily & Ditza Maskit
2011. Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching 17:4  pp. 435 ff. DOI logo
Rodriguez, Terri L., Laura Mahalingappa, Megan Evangeliste & Lauren Thoma
2018. Educators Must Be Activists: Advocating for Muslim Students. The European Educational Researcher 1:2  pp. 117 ff. DOI logo
Sandström, Niclas, Kirsi Sjöblom Mälkki, Kaisu Mälkki & Kirsti Lonka
2013. The Role of Physical, Social and Mental Space in Chemistry Students’ Learning. The European Journal of Social & Behavioural Sciences 6:3  pp. 537 ff. DOI logo
Squire, Corinne
2005. Reading Narratives. Group Analysis 38:1  pp. 91 ff. DOI logo
Stewart, Catherine & Caroline Walker‐Gleaves
2020. A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers. British Journal of Special Education 47:3  pp. 350 ff. DOI logo

This list is based on CrossRef data as of 1 december 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.