Critique on the Research Article "Being a Narrative Inquirer in a Multicultural Landscape" by the Researcher JoAnn Phillion (2002)

By Yeung, Hastings Chim Ho | International Journal of Education, October 1, 2014 | Go to article overview

Critique on the Research Article "Being a Narrative Inquirer in a Multicultural Landscape" by the Researcher JoAnn Phillion (2002)


Yeung, Hastings Chim Ho, International Journal of Education


Abstract

This paper will focus on accessing the research article "Being a narrative inquirer in a multicultural landscape" by the researcher JoAnn Phillion (2002), by explicitly and critically discussing the synopsis of the study, its approaches to educational research with explanations, the main strengths of this research as a contribution to educational policy, practice and knowledge. It is to be followed by a critical evaluation on how theory, research design, methods and researcher values influenced the analysis and conclusions of the articles. Possible improvements will be suggested for the potential betterments during the refining process. A conclusion with a sharp overall assessment on the study will be included.

Keywords: narrative inquiry, multicultural landscape, research paradigm, positivism

1. Introduction

This paper will focus on accessing the research article "Being a narrative inquirer in a multicultural landscape" by the researcher JoAnn Phillion (2002), by explicitly and critically discussing the synopsis of the study, its approaches to educational research with explanations, the main strengths of this research as a contribution to educational policy, practice and knowledge. It is to be followed by a critical evaluation on how theory, research design, methods and researcher values influenced the analysis and conclusions of the articles. Possible improvements will be suggested for the potential betterments during the refining process. A conclusion with a sharp overall assessment on the study will be included.

2. Synopsis of the study

In accordance with Phillion (2002), the major aims of this study are to elucidate the real picture of impartation and acquisition in a culturally diverse context through the lens of narrative inquiry by Phillion with the qualitative input reflected in notes, journals, reflective writing and stories written for a teacher participant to structure the multicultural life in school. During the inquiry process, Phillion herself investigates the process of transforming to be a narrative inquirer contextualised in multicultural diversity and deduces the new pedagogical perspective towards the minority students in classrooms. Ultimately, the implication of narrative multiculturalism is underpinned by comprehending multicultural impartation and its acquisition and later the elaboration of the successful strategies deployed on minority students.

The research is conducted in the teacher participant's grades 4/5 classroom in Bay Street School located in Toronto, Canada, where there is a mixture of various races and rather low socio-economic students. Phillion (2002) indicates a further understanding multicultural teaching and learning interaction between the participants and the researcher, including the social and personal dimension. She applies the four directions of a narrative inquiry raised up by Clandinin and Connelly (1994, 2000), which stretches from inward, the intrinsic feeling experienced by the teacher, to outward, the environment and its rigor to the subject, onto her study. Their relations are being reflected by the exposure of backward and forward review chronologically through the in-depth dissection of the journals and other reflective writing as field texts notes and stories. The three basic qualities, including "Thinking narratively, being in the midst of lives, making meaning of experience in relationship" (Phillion, 2002) are considered the inquiry methods whereas the "objectivity, distance and triangulation were methodological standbys." In the related subject, the primary audience this research targets would be the practitioners of multicultural education, the curriculum planners and teachers who serve minority in the multicultural context.

3. Research Classification

According to Bassey (1996), the paradigms or the approaches of educational research place the core values and orientation of the researches. Bassey outlines the four salient paradigms: positivism, interpretivism, critical theory and postmodernism. …

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