Narrative Inquiry 20:2

Articles
• Romance and irony, personal and academic: How mothers of children with autism defend goodness and express hope
  Carrie Birmingham | pp. 225–245
• Narrating traumas and transgressions: Links between narrative processing, wisdom, and well-being
  Cade D. Mansfield, Kate C. Mclean and Jennifer P. Lilgendahl | pp. 246–273
• Big stories co-constructed: Incorporating micro-analytical interpretative procedures into biographic research
  Sarah Helsig | pp. 274–295
• Stabilizing violence: Structural complexity and moral transparency in penalty phase narratives
  Sara Cobb | pp. 296–324
• Tales of the bitter and sweet: A study of a Taiwanese master story and transgression narratives as shared cross-generationally in Taiwanese families
  Todd L. Sandel | pp. 325–348
• Narrative inquiry for school-based research
  Shijing Xu and Michael Connelly | pp. 349–370
• Why and why not? Narrative approaches in the social sciences
  Betsy Rymes | pp. 371–374
• Over-stating claims for story and for narrative inquiry: A cautionary note
  Mary M. Juzwik | pp. 375–380
• Still desperately seeking identity: Narrative inquiry for schools
  Diane R. Wood | pp. 381–386
• Another turn to narrative practice
  Jaber F. Gubrium | pp. 387–391
• The practice of narrative
  Donald E. Polkinghorne | pp. 392–396

Cited by other publications

Ben-Asher, Smadar, Naama Sabar Ben-Yehoshua & Aya Elbedour

2020. “Neither here nor there” - Flattening, omission, and silencing, in the constructing of identity of Islamic girls who attend a Jewish school. Israel Affairs 26:1 ► pp. 132 ff.

Craig, Cheryl J.

2020. Fish Jumps Over the Dragon Gate:An Eastern Image of a Western Scholar’s Career Trajectory. Research Papers in Education 35:6 ► pp. 722 ff.

Craig, Cheryl J., Paige Evans, Rakesh Verma, Donna Stokes & Jing Li

2019. A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education 42:3 ► pp. 335 ff.

Craig, Cheryl J., JeongAe You & Suhak Oh

2017. Pedagogy through the pearl metaphor: teaching as a process of ongoing refinement. Journal of Curriculum Studies 49:6 ► pp. 757 ff.

Craig, Cheryl J., Yali Zou & Gayle Curtis

2019. Moving from arrogance to acceptance: narratively shifting human perceptions through a China study abroad programme. Pedagogies: An International Journal 14:3 ► pp. 206 ff.

Craig, Cheryl J., Yali Zou & Rita P. Poimbeauf

2015. A narrative inquiry into schooling in China: three images of the principalship. Journal of Curriculum Studies 47:1 ► pp. 141 ff.

Dyches, Jeanne & Brandon L. Sams

2018. Reconciling Competing Missions of English Education: A Story of Pedagogical Realism. Changing English 25:4 ► pp. 370 ff.

This list is based on CrossRef data as of 12 november 2020. 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.