Conducting Narrative Studies in Pakistan: Reflections from the Field

Haji Karim Khan

Abstract


This reflective paper emerges from the reflections on my experience to carry out narrative studies in Pakistan —a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources of triggering reflections on my learning to take the identity of a narrative researcher in a context where this approach is very young.  

My reflections show the learning experience in conceptualising and practicing narrative studies in the country. The paper shows that I took the roles of an insider, co-constructor of stories, and trust-builder while taking up the identity of a narrative researcher in Pakistan. In addition, becoming a gender sensitive and knowing language and culture of the research participants enabled me to take up the role smoothly.  Findings have pertinent implications for life history research studies in Pakistan and elsewhere.

Keywords


Narratives; Teacher educator; Academic advancement;Teacher development; Innovation and best practices; Adult education

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References


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DOI: http://dx.doi.org/10.22555/joeed.v7i1.2882

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License