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Seeing red: poetry and metaphor as responses to representational challenges in critical narrative research

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dc.contributor.authorProsser, B.J.
dc.date.issued2009
dc.description.abstractResearch with young people who ‘do not fit the mould’ requires innovative and unconventional methods, but what are the implications of such methods for scholarly representation? This paper reports on the development of such a method with students diagnosed Attention Deficit Hyperactivity Disorder and offers one view of the borderland spaces and tensions between critical theory and narrative inquiry. In particular, the paper defines the methodology that underpins the‘critical cover narratives’ method, describes the application of this approach within a doctoral study, and identifies resultant issues of representation when combining narrative and critical approaches. The paper then details the use of a tapestry metaphor to reconcile these issues. The central premise of the paper is that differing methods produce different knowledge, which demands different forms of representation. In making this case, the paper discusses the importance of a balance between the epistemological and aesthetic within scholarlyrepresentations of narrative inquiry.
dc.identifier.citationInternational Journal of Qualitative Studies in Education, 2009; 22(5):607-622
dc.identifier.doi10.1080/09518390902915421
dc.identifier.issn0951-8398
dc.identifier.issn1366-5898
dc.identifier.urihttps://hdl.handle.net/1959.8/116156
dc.language.isoen
dc.publisherRoutledge
dc.rightsCopyright 2009 Taylor and Francis
dc.source.urihttps://doi.org/10.1080/09518390902915421
dc.subjectarts-based educational research
dc.subjectnarrative inquiry
dc.subjectpoetry
dc.subjectattention deficit disorder
dc.titleSeeing red: poetry and metaphor as responses to representational challenges in critical narrative research
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915910896701831

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