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Table of Contents
Intro
Preface
Acknowledgements
Contents
About the Author
List of Figures
1 Narrative Beginnings
1.1 Experience Compels My Research
1.2 Beginning to Wonder About Composing Lives in Transition
1.2.1 Inquiring into Experiences of Transition in My Childhood
1.2.2 Early Childhood with Very Few Friends
1.3 Beginning to Wonder About Intergenerational Narrative Reverberation
1.3.1 The Kitchen: Grandmother, Mother, and Daughter
1.4 Beginning to Wonder About Familial Curriculum Making
References
2 Theoretical Underpinnings of This Narrative Inquiry
2.1 Lingering with My Wonders of Experience, Lives in Transition, Familial Curriculum Making, and Intergenerational Narrative Reverberation
2.1.1 Dewey's Theory of Experience
2.1.2 Becoming Drawn Toward Lives in Transition
2.1.3 Becoming Drawn Toward Familial Curriculum Making
2.1.4 Becoming Drawn Toward Intergenerational Narrative Reverberation
2.2 Additional Social/Theoretical Justifications for an Emerging Research Puzzle
2.2.1 Attending to Children as They Compose Lives in Transition to Canada
2.2.2 Attending to the Vietnamese Community in Canada
2.2.3 Attending to "World"-Travelling
2.3 An Emerging Research Puzzle
References
3 Learning to Think Narratively
3.1 Gradually Awakening to the Centrality of the Relational Ethics as a Narrative Inquirer
3.2 Continuing to Grow in Understanding What Narrative Inquirers Do
3.3 The Centrality of Experience and Attending to Experience
3.4 Co-making Our Relational Narrative Inquiry
3.4.1 Meeting Potential Co-researchers
3.4.2 Coming Alongside Co-researchers and Co-composing Field Texts
3.4.3 Thinking Narratively with Our Field Texts to Shape Interim Research Texts
3.4.4 Drawing on the Narrative Accounts to Shape Final Research Texts
3.5 Looking Ahead
References
4 A Narrative Account of Coming Alongside Lisa and H?ng
4.1 Rooting and Co-making Relationships
4.1.1 Introducing Lisa and H?ng
4.2 Narrative Threads Weaving Lisa and H?ng's Familial Curriculum Making
4.2.1 Living in Intergenerationally and Culturally Ethical and Respectful Ways
4.2.2 In Relation with B-̉Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.3 In Relation with Lisa-Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.4 In Relation with H?ng-Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.5 Valuing and Nurturing Relationships
4.2.6 Desiring Good Relationships More Than Learning Languages
4.2.7 Composing Lives in Two Languages
4.2.8 Family as Always-in-the-Making
4.3 Returning to the Piano
References
5 A Narrative Account of Coming Alongside Ryan and Thanh
5.1 Beginning in Tensions
5.2 A Year Later, a Healthier Happier Story Begins to Be Lived and Told
5.3 A Year Before: Thinking Backward and Forward from Our Days of Rooting Relationships
Preface
Acknowledgements
Contents
About the Author
List of Figures
1 Narrative Beginnings
1.1 Experience Compels My Research
1.2 Beginning to Wonder About Composing Lives in Transition
1.2.1 Inquiring into Experiences of Transition in My Childhood
1.2.2 Early Childhood with Very Few Friends
1.3 Beginning to Wonder About Intergenerational Narrative Reverberation
1.3.1 The Kitchen: Grandmother, Mother, and Daughter
1.4 Beginning to Wonder About Familial Curriculum Making
References
2 Theoretical Underpinnings of This Narrative Inquiry
2.1 Lingering with My Wonders of Experience, Lives in Transition, Familial Curriculum Making, and Intergenerational Narrative Reverberation
2.1.1 Dewey's Theory of Experience
2.1.2 Becoming Drawn Toward Lives in Transition
2.1.3 Becoming Drawn Toward Familial Curriculum Making
2.1.4 Becoming Drawn Toward Intergenerational Narrative Reverberation
2.2 Additional Social/Theoretical Justifications for an Emerging Research Puzzle
2.2.1 Attending to Children as They Compose Lives in Transition to Canada
2.2.2 Attending to the Vietnamese Community in Canada
2.2.3 Attending to "World"-Travelling
2.3 An Emerging Research Puzzle
References
3 Learning to Think Narratively
3.1 Gradually Awakening to the Centrality of the Relational Ethics as a Narrative Inquirer
3.2 Continuing to Grow in Understanding What Narrative Inquirers Do
3.3 The Centrality of Experience and Attending to Experience
3.4 Co-making Our Relational Narrative Inquiry
3.4.1 Meeting Potential Co-researchers
3.4.2 Coming Alongside Co-researchers and Co-composing Field Texts
3.4.3 Thinking Narratively with Our Field Texts to Shape Interim Research Texts
3.4.4 Drawing on the Narrative Accounts to Shape Final Research Texts
3.5 Looking Ahead
References
4 A Narrative Account of Coming Alongside Lisa and H?ng
4.1 Rooting and Co-making Relationships
4.1.1 Introducing Lisa and H?ng
4.2 Narrative Threads Weaving Lisa and H?ng's Familial Curriculum Making
4.2.1 Living in Intergenerationally and Culturally Ethical and Respectful Ways
4.2.2 In Relation with B-̉Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.3 In Relation with Lisa-Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.4 In Relation with H?ng-Numerous Stories Lived, Told, and Retold During Our Inquiry
4.2.5 Valuing and Nurturing Relationships
4.2.6 Desiring Good Relationships More Than Learning Languages
4.2.7 Composing Lives in Two Languages
4.2.8 Family as Always-in-the-Making
4.3 Returning to the Piano
References
5 A Narrative Account of Coming Alongside Ryan and Thanh
5.1 Beginning in Tensions
5.2 A Year Later, a Healthier Happier Story Begins to Be Lived and Told
5.3 A Year Before: Thinking Backward and Forward from Our Days of Rooting Relationships