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Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene
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Author(s): Nandakumar Mayakestan (Independent Researcher, Singapore)and Gopinathan Sarvanathan (The HEAD Foundation, Singapore)
Copyright: 2019
Pages: 24
Source title:
Educational Research in the Age of Anthropocene
Source Author(s)/Editor(s): Vicente Reyes (University of Queensland, Australia), Jennifer Charteris (University of New England, Australia), Adele Nye (University of New England, Australia)and Sofia Mavropoulou (Queensland University of Technology, Australia)
DOI: 10.4018/978-1-5225-5317-5.ch007
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Abstract
A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.
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