Narrative Methods for the Human Sciences
- Catherine Kohler Riessman - Boston College, USA
Case Study & Narrative Analysis
Catherine Kohler Riessman provides a lively overview of qualitative research based on interpreting stories. Designed to improve research practice, it provides detailed discussions of four analytic methods: thematic analysis, structural analysis, dialogic/performance analysis, and visual narrative analysis.
Broad in scope, Narrative Methods for the Human Sciences offers concrete guidance for students and established scholars wanting to join the "narrative turn" in social research.
Key Features
" Offers guidance for interviewing and transcription: The author discusses the move from spoken language to written transcript. In the process, she encourages students to be mindful of the texts they construct from dialogues in an interview study.
" Includes visual approaches to data gathering: Riessman takes narrative research beyond its historic reliance on word-based materials. She discusses exemplary research that integrates images-both those made during the research process and others found in archives.
" Presents arguments about validation in case-based research: The book presents several ways to think about credibility in narrative studies, contextualizing validity in relation to epistemology and theoretical orientation of a study.
Intended Audience
This text is designed as a supplement to qualitative research courses taught in graduate departments across the social and behavioral sciences, and as a core book in narrative research courses. It is also useful for academics wanting to learn more about narrative methods.
Narrative Methods for the Human Sciences provides an accessible framework for researchers — to analyse narrative texts with confidence, empathy, and humility.
"Narrative Methods for the Human Sciences is a well-written, profoundly useful guide to four of the main narrative methods: (a) oral narratives derived from interviews; (b) narratives derived from archival materials such as diaries, letters, and other documents; (c) ethnographic observations as compiled from field notes; and (d) visual media (in combination with text or not) such as videotaped interactions, paintings, and photographs. Not only is she practical and thoughtful about types of narratives, but even more important are the insights that she provides about the alternative methods of transforming narrative materials into published works. [...T]his excellent work will be indispensible for teachers of graduate courses in narrative and other qualitative methods and for research teams wanting to do first-rate narrative research."
This is an excellent text - clearly written and invaluable for postgraduate researchers: a good starting point for an increasingly popular method of research
This is an exceptionally well-written text book that seems very accesible for students who do not have a firm background in qualitative methods or in narrative theory!
It's a fun and easy read - which made me decide to use as the basic text book for my students.
For the students in my PhD-level qualitative research courses who choose to do narrative studies, this text is a favorite for its conceptual clarity and practical suggestions.
Narrative is currently very much in vogue, often described as 'new'. It is not necessarily new as far as qualitative researchers are concerned, but it can be viewed as such by university students. There is concern that 'stories' are just that - fictions that defy attempts to establish truth. This book is useful in providing a way through the maze of what constitutes 'narrative' research.
Provides a solid overview - could be focused more on politics/IR for my course but it will be on my reading list.
An excellent text for those both new to and more experienced in narrative research methods. Clear explanation of techniques and excellent summaries which distinguish, in some detail, the distinctions between narrative and other qualitative approaches.
A definite addition for my post-grad students.
While this text is well-written and came highly-recommended, the topic content was not a good fit for an introductory level qualitative class.