Narrative Inquiry

Volume 20, Issue 1 (2010)

2010.  iii, 224 pp.
Publishing status: Available
Table of Contents
Articles
All in the family: Small stories and narrative construction of a shared family identity that includes pets
Alla V. Tovares
1–19
“We had a wonderful time” Individual sibling voices in the joint construction of a family ethos through narrative performance
Catherine Evans Davies
20–36
Small stories as resources for performing teacher identity: Identity-in-interaction in an urban language arts classroom
Mary M. Juzwik and Denise Ives
37–61
The relevance of narrative ratifications in talk-in-interaction for Japanese pre-service teachers of English
Brian D. Rugen
62–81
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
Ana María Relaño Pastor
82–105
Reverberations of the Armenian Genocide: Narrative’s intergenerational transmission and the task of not forgetting
Natasha Azarian-Ceccato
106–123
Narrative inversion as a tactical framing device: The ideological origins of the Nation of Islam
Gabriel A. Acevedo, James Ordner and Miriam Thompson
124–152
‘Story’ — An English cultural keyword and a key interpretive tool of Anglo culture
Anna Wierzbicka
153–181
Incorporating recipient evaluations into stories
Neal R. Norrick
182–203
Narrative research: Time for a paradigm
Gabriela Spector-Mersel
204–224
Cited by

Cited by 6 other publications

Jokikokko, Katri & Minna Uitto
2017. The significance of emotions in Finnish teachers’ stories about their intercultural learning. Pedagogy, Culture & Society 25:1  pp. 15 ff. DOI logo
Lassila, Erkki & Minna Uitto
2016. The tensions between the ideal and experienced: teacher–student relationships in stories told by beginning Japanese teachers. Pedagogy, Culture & Society 24:2  pp. 205 ff. DOI logo
Lassila, Erkki T., Katri Jokikokko, Minna Uitto & Eila Estola
2017. The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education 40:3  pp. 379 ff. DOI logo
Lassila, Erkki T., Minna Uitto & Eila Estola
2018. You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers. Pedagogy, Culture & Society 26:3  pp. 417 ff. DOI logo
Miller, Erin T.
2017. Multiple pathways to whiteness: white teachers’ unsteady racial identities. Early Years 37:1  pp. 17 ff. DOI logo
Tirosh, Noam
2016. Alone in Berlin? Israeli media and the German resistance to Nazism. The Communication Review 19:2  pp. 83 ff. DOI logo

This list is based on CrossRef data as of 5 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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