By Peter Emerson
This publication offers an method of narrative research from a serious social point of view. It describes the historical past to discursive and narrative methods after which takes the reader via various research at diverse 'levels'. those concentrate on narrative texts from a boy labelled as 'sexually abusive', analyzed seqentially from micro- to extra worldwide degrees. via this prolonged instance, the ebook demonstrates the ability of narrative analytic strategies and the various results produced by way of diverse degrees of analysis.
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Additional resources for Critical Narrative Analysis in Psychology: A Guide to Practice
His account can broadly be summarised as ‘coming up with reasons’ that ‘make it right to do it’ which introduces a new theme: reasoning or rhetoric. The tentative links Lance has made between ‘pleasure reasons’ and ‘wrong’ explain the moral dilemma of his experienced cycle of abuse in terms of a culturally gendered irresistible desire, in terms of a why, but they do not explain how. 5 core narrative is a rhetorical activity of ‘coming up with reasons’ that transforms what Lance earlier called ‘forcing physically’ (l.
117). This understanding that amongst a diversity of discourse approaches ‘none of them (is) uniquely “right” ’, foregrounds researchers’ accountability for choices around which ‘fit different issues and questions better or worse than others’ (Gee, 1999: 5). Our own interest in developing a critical narrative analytic approach to research, and our intention to situate this research in the context of feminist and social constructionist perspectives, clearly informs our approach to transcription.
At many levels a sense of radical ‘deviation’, covert and overt, psychological and social, self-evident and self-contradictory, surrounds the behaviour and experience of sexually abusing boys: the ‘triggers’ to narrativising (professional and personal) are many. In our research, personal narrative offers a significant focus for an analysis of how these boys try ‘to make a point’ and to be ‘comprehensible’ about their dangerous and highly stigmatised abusing behaviour. This approach need not represent a slide into ‘moral or political fencesitting’ (Byrne and McCarthy, 1995), but, by beginning with an Questioning and Transcribing 33 assumption that narrative is a ‘situated event’ (Riessman, 1993: 17), it may instead, as Bruner (1990: 25–30) argues, offer a way of unpacking presuppositions or deconstructing commitments that constitute these boys’ gendered investments in and accountability for ‘how and what (they) know’ and do.