While much narrative inquiry is concerned with issues of self and identity, doing study on the processes (the how) of self-making offers ongoing challenges to methodology. This article explores the creation of a dialogic space that assisted young adolescents to write about themselves and their daily lives using email journals as an alternative to face-to-face interviews. With the researcher acting as a listener-responder, and in the absence of researcher-designed questions, a dynamic field was opened up for participant-led self-making to emerge over a six month period of self-reflective written expression. The article describes a shared email relationship based on a dialogic pattern of thinking, writing, listening and response intended to foster participants’ voices as ontological narratives of self. Findings show the use of email journals created a synergy for self-disclosure and a safe space for self-expression where the willingness of participants to be themselves was encouraged. The self-representations of a specific group of gifted young adolescents thus emerged as written versions of “who” they are — offering data that differs from interview approaches and contributing to discussion of the value of ontology narratives.
Sherry, Michael B., Mandie Bevels Dunn & Jessica O’Brien
2024. Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism. Theory Into Practice 63:2 ► pp. 212 ff.
Phyak, Prem
2023. Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective. The Modern Language Journal 107:1 ► pp. 289 ff.
Guthrie, Kate H.
2020. The Weight of Expectations: A Thematic Narrative of Gifted Adolescent Girls’ Reflections of Being Gifted. Roeper Review 42:1 ► pp. 25 ff.
Torres, J.T., Zoe Higheagle Strong & Olusola O. Adesope
2020. Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation 64 ► pp. 100814 ff.
Reid, Anna, Jennifer Rowley & Dawn Bennett
2019. From expert student to novice professional: higher education and sense of self in the creative and performing arts. Music Education Research 21:4 ► pp. 399 ff.
Reid, Anna, Peter Petocz & Dawn Bennett
2016. Is creative work sustainable? Understanding identity, motivation, and worth. Australian Journal of Career Development 25:1 ► pp. 33 ff.
Cabillas, María
2013. Cómonoscontamos al contarnos: posiciones y diálogos en la escritura personal. Estudios de Psicología 34:2 ► pp. 115 ff.
This list is based on CrossRef data as of 21 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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