Cover not available

Article published In: Narrative Inquiry
Vol. 25:2 (2015) ► pp.301–315

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Speaking with others involves placing ourselves explicitly as authors in the research text

 | The University of the Sunshine Coast, Australia
Published online: 30 June 2016
DOI logo with link
https://doi.org/10.1075/ni.25.2.06cri
Narrative researchers need to carefully consider if and how they represent the words and worlds of people/s who do not yet have the power to represent themselves. This paper explores the dialectic of speaking for or of Others, and posits that making manifest the co-constructed nature of narrative research to both research participants and research audiences can address some of the ideological, political, and ethical considerations involved in re-presenting the narratives of Other/ed people. In particular, it identifies that artistic forms of communication enable the researcher to speak with Other/ed research participants by making explicit the dialogic nature of narrative re-presentation, and can fully engage audiences in the content of narrative research so that the stories of Other/ed people get heard. Therefore, it’s posited that the form of academic communication is central to the debate about whether/how we might re-present Other/ed stories.
References (36)
Alcoff, L. (2006). Visible identities (1st ed.). New York, NY: Oxford University Press. Google Scholar logo with link to Google Scholar
Alcoff, L.M. (2009). The problem of speaking for others. In A.Y. Jackson & L.A. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research (pp. 117–135). London: Routledge.Google Scholar logo with link to Google Scholar
Arnot, A., & Reay, D. (2007). A sociology of pedagogic voice: Power, inequality and pupil consultation. Discourses: Studies in the Cultural Politics of Education, 28(3), 311–325. Google Scholar logo with link to Google Scholar
Barone, T. (2000). Aesthetics, politics, and educational inquiry: Essays and examples. New York, NY: Peter Lang Publishing.Google Scholar logo with link to Google Scholar
Bertram, V. (1998). Theorising the personal: Using autobiography in academic writing. In J. Jackson & J. Jones (Eds.), Contemporary feminist theories (pp. 232–246). Edinburgh, UK: University Press.Google Scholar logo with link to Google Scholar
Chase, S. (1996). Personal vulnerability and interpretive authority in narrative research. In R. Josselson (Ed.), Ethics and process in the narrative study of lives (pp. 22–44). Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Cole, A.L., & Knowles, G.J. (2008). Arts-informed research. In G.J. Knowles & A.L. Cole (Eds.), Handbook of the arts in qualitative research. Perspectives methodologies, examples and issues (pp. 55–70). Los Angeles, CA: Sage Publications. Google Scholar logo with link to Google Scholar
de Mello, D.M. (2007). The language of arts in a narrative inquiry landscape. In D.J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 203–221). Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis. MN: University of Minnesota Press.Google Scholar logo with link to Google Scholar
Ewing, R., & Hughes, J. (2008). Arts-informed inquiry in teacher education: Contesting the myths. European Education Research Journal, 7(4), 512–522. Google Scholar logo with link to Google Scholar
Fine, M., & Weis, L. (2002). Writing the ‘‘wrongs’’ of fieldwork: Confronting our own research/writing dilemmas in urban ethnographies. In N.K. Denzin & Y.S. Lincoln (Eds.), The qualitative inquiry reader (pp. 267–298). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Guttorm, H. (2012). Becoming-(a)-paper, or an article undone: (Post-)knowing and writing (again), nomadic and so messy. Qualitative Inquiry, 18(7), 595–605. Google Scholar logo with link to Google Scholar
. (2007). The ethical attitude in narrative research. In D.J. Clandinin, (Ed.), Handbook of narrative inquiry (pp. 537–565). Thousand Oaks, CA: Sage. Google Scholar logo with link to Google Scholar
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge. Google Scholar logo with link to Google Scholar
Loch, S. (2014). Unfolding becoming: An invitation into the future imaginings of middle school girls, interlaced with my own journey to researcher. Unpublished doctoral dissertation. Brisbane, AU: Queensland University of Technology. Google Scholar logo with link to Google Scholar
Lyotard, J. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.Google Scholar logo with link to Google Scholar
Mann, S.A., & Kelly, L.R. (1997). Standing at the crossroads of modernist thought: Collins, Smith, and the new feminist epistemologies. Gender & Society, 11(4), 391–408. Google Scholar logo with link to Google Scholar
McCann, C., & Kim, S. (2003). Feminist theory reader: Local and global perspectives. New York, NY: Routledge.Google Scholar logo with link to Google Scholar
McLeod, J. (1997). Narrative and psychotherapy. London, UK: Sage. Google Scholar logo with link to Google Scholar
Minh-ha, T.T. (1989). Woman, native, other: Writing postcoloniality and feminism. Bloomington, IN: Indiana University Press.Google Scholar logo with link to Google Scholar
Minh-ha, T.T. (Director), & Bourdier, J.-P. (Co-producer). (1982). Reassemblage: From the firelight to the screen [Motion Picture]. Senegal. Google Scholar logo with link to Google Scholar
Neilsen, L. (1998). Knowing her place: Research literacies and feminist occasions. San Francisco, CA: Caddo Gap Press.Google Scholar logo with link to Google Scholar
Nielsen, L. (2002). Learning from the liminal: Fiction as knowledge. Alberta Journal of Education Research, 48(3), 206–214. Retrieved from [URL]Google Scholar logo with link to Google Scholar
Payne, R. (2009). Trin T. Hinh-ha: Moving Forward. Accessed from [URL] on 8 April 2016.
Richardson, L. (1990). Writing strategies: Reaching diverse audiences. Newbury Park, CA: Sage. Google Scholar logo with link to Google Scholar
. (1997). Skirting a pleated text: De-disciplining an academic life. Qualitative Inquiry, 3(3), 295–303. Google Scholar logo with link to Google Scholar
. (2000). Writing: A method of inquiry. In N.K. Denzin, & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed. pp. 923–948). Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Shklovsky, V. (1965). Art as technique. In L.T. Lemon & M.J. Reis (Eds.), Russian formalist criticism: Four essays (pp. 3–24). Lincoln, NE: University of Nebraska Press.Google Scholar logo with link to Google Scholar
Sikes, P., & Gale, K. (2006). Narrative approaches to educational research. Retrieved from [URL]Google Scholar logo with link to Google Scholar
Smythe, W.E., & Murray, M.J. (2000). Owning the story: Ethical considerations in narrative research. Ethics & Behavior, 10(4), 311–336. Google Scholar logo with link to Google Scholar
Spivak, G.C. (1987). In Other Worlds: Essays in Cultural Politics. London: Taylor and Francis.Google Scholar logo with link to Google Scholar
. (1998). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretations of culture (pp. 271–313). Urbana, IL: University of Illinois Press.Google Scholar logo with link to Google Scholar
Stanovsky, D. (1997). Speaking as, speaking for and speaking with: The pitfalls and possibilities of men teaching feminism. Feminist Teacher, 11(1), 10–19. Retrieved from [URL]Google Scholar logo with link to Google Scholar
Treblicot, J. (1988). Dyke methods, or principles for the discovery/creation of the withstanding. Hypatia, 3(2), 1–13. Retrieved from [URL] Google Scholar logo with link to Google Scholar
Wu, C. (2013). Gender as a category of analysis: Reconciling feminist theory with feminist methodology. Graduate Journal of Social Science, 10(3), 38–53. Retrieved from [URL]Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

dos Santos, Andeline
2025. Restorative Reflexivity. In Reflexive Research in Music Therapy, ► pp. 201 ff. DOI logo
Caldera, Altheria, Sana Rizvi, Freyca Calderon-Berumen & Monica Lugo
2020. When Researching the “Other” Intersects with the Self. Departures in Critical Qualitative Research 9:1 ► pp. 63 ff. DOI logo
Cologon, Kathy, Timothy Cologon, Zinnia Mevawalla & Amanda Niland
2019. Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability. Journal of Early Childhood Research 17:1 ► pp. 54 ff. DOI logo

This list is based on CrossRef data as of 28 november 2025. 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.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue