EDM 6402
Qualitative Methods in Educational Research
Lecture 2
Narrative Inquiry
of Identity Construction of
Teachers & Students
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教會考班
妻稱壓力大
名校教師跳樓亡
二零零六年一月五目
蘋果日報
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疑因工作壓力
四日釀兩悲劇
又有教師跳樓亡
二零零六年一月八目
蘋果日報
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羅范椒芬
心太冷
「如果係，
點解淨係兩位老師呢？」
否認教師自殺與教改有關
二零零六年一月十目
蘋果日報
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Why they narrate their lives to death?
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Meaning of Narrative
• In Oxford English Dictionary, narrative as a
noun means
– An account of a series of events, facts, etc., given
in order and with the establishing of connections
between them; a narration, a story.
– The practice or art of narrative; narrated material.
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Meaning of Narrative
• Lawrence Stone defines narrative as "the
organization of material in a chronologically
sequential order and the focusing of the
content into a single coherent story, albeit
with sub-plots." (Stone, 1979, p. 3)
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Narrative as Universal Device & MetaCode in Human Meaning-making Process
• The universality of narrative
– “Man is in his actions and practice …essentially a
story-telling animal.” (MacIntyre, 2007, p. 216)
– Alasdair MacIntyre contends that we understand
“human action as enacted narratives. …We render
the actions of others intelligible in this way
because action itself has a basically historical
character. It is because we all live out narrative in
our lives and because we understand our own lives
in terms of the narratives that we live out that the
form of narrative is appropriate for understanding
the actions of others. Stories are lived before they
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are told.” (MacIntyre, 2007, p. 211-212)
Narrative as Universal Device and
Meta-Code in Human Meaning-making
• Barbara Hardy indicates that "we dream in
narrative, day-dream in narrative, remember,
anticipate, hope, despair, believe, doubt, plan,
revise, criticize, construct, gossip, learn, hate
and love by narrative." (Hardy, 1968, p.5)
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Narrative as Universal Device and
Meta-Code in Human Meaning-making
• Jerome Bruner signifies that narrative construal
of reality is universal in human cogitation. "We
live in a sea of stories, and like the fish who
(according to the proverb) will be the last to
discover water, we have our own difficulties
grasping what it is like to swim in stories. It is
not that we lack competence in creating our
narrative account of reality — far from it. We are,
if anything, too expert. Our problem, rather, is
achieving consciousness of what we so easily do
automatically. (Bruner, 1996, 147)
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Narrative as Universal Device and
Meta-Code in Human Meaning-making
• Hayden White underlines that "to raise the question
of the nature of narrative is to invite reflection on the
very nature of culture and, possibly, even on the
nature humanity itself. So natural is the impulse to
narrate, so inevitable is the form of narrative for any
report on the way things really happened, that
narrativity could appear problematical only in a
culture in which it was absent. …This suggests that
far from being one code among many that a culture
may utilize for endowing experience with meaning,
narrative is a meta-code, a human universal on the
basis of which transcultural messages about the
nature of a shared reality can be transmitted." (White,
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1987, p.1)
The Structure of Narrative: The Content of
the Form
• Barbara Czarniawska's conception: "A narrative,
in its basic form, requires at least three elements:
an original state of affairs, an action or an event,
and the consequent state of affairs." In order to
have these three elements "become a narrative,
they require a plot, that is, some way to bring
them into a meaningful whole. The easiest way to
do this is by introducing chronology (and
then …), which in the mind of the reader easily
turns into causality (as a result of, in spite of).
(Czarniawska, 1998, p. 2)
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The Structure of Narrative: The Content of
the Form
• Hayden White's conception of narrative
White defines narrative as one form of
representations of historical data, which consists of
the following elements
– A list of events ordered in chronological sequence, i.e. an
annal.
– A central subject, such as an individual, a state, a nation, an
ethnic group, a religion, a university, etc., i.e. a chronicle.
– The plot, which is “a structure of relationships by which the
events contained in the account are endowed with a
meaning by being identified as parts of an integrated whole.”
(P.9) “The plot of a narrative imposes a meaning on the
events that make up its story level by revealing at the end a
structure that was immanent in the events all along.” (p.20)
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The Structure of Narrative: The Content of
the Form
• Hayden White's conception of narrative
White defines narrative as one form of
representations of historical data, which consists of
the following elements
– The closure, which usually implies moral meaning
“A proper historical narrative … achieves narrative fullness
by explicitly invoking the idea of a social system to serve as
a fixed reference point by which the flow of ephemeral
events can be endowed with specifically moral meaning. …
(Hence), the chronicle must approach the form of an allegory,
moral or analogical as the case may be, in order to achieve
both narrativity and historicality.” (p. 22)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
(1913-2005)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• Among all the objects in the world that we
humans try to assign meanings to, the ways
we impute meanings to our own lives and our
own selves are perhaps the most significant
topic that qualitative researchers should
inquire. Paul Ricoeur contends that we make
sense of our lives by narrative. More
specifically, we make sense of ourselves by
emploting our own experiences, i.e. events
happen to us and actions undertaken by us,
into a coherent whole.
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Life as Narrative I: Paul Rcoeur's Concept
of Narrative Identity
• Life in quest of narrative
– ‘A life is no more than a biological phenomenon as
long as it has not been interpreted.’ (Ricouer,
1991a, p.27-28) This interpretive "mediation
between man and himself" in Ricouer's terms is
the process of "self-understanding." (p. 27)
– In Bruner’s conception this self narrative is a form
of self reflexion. "The story of one's own life is, of
course, a privileged but troubled narrative in the
sense that it is reflexive: the narrator and the
central figure in the narrative are the same. This
reflexivity create dilemma." (Bruner, 1987, p.13)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• Life in quest of narrative
– Emplotment: One of the cogitation devices we
employ for self mediation and self reflexion is
emplotment. Emplotment can broadly be defined
as “the operation of ...a synthesis of
heterogeneous elements.” (Ricoeur, 1991a, p.21)
These syntheses of heterogeneous elements can
be include:
• Synthesizing multiple incidents and events into a story
• Synthesizing discordance into concordance
• Synthesizing flows of time into permanence in time or
temporal succession into temporal closure or even
totality
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• Life in quest of narrative
– Symbolic mediation: Another self-narrating device
employed to make sense of our life is symbolic
mediation, i.e. attributing meaning or even
significance and essentiality to living experiences,
life partners and the life-world.
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• Life in quest of narrative
– Narrative identity: It is by means of these acts of
emplotment and symbolic mediation that man
finds and found his own identity. Hence, it
constitutes a narrative identity.
“I am stressing the expression ‘narrative identity’
for what we call subjectivity is neither an
incoherent series of events nor an immutable
substantiality, impervious to evolution. This is
precisely the sort of identity which narrative
composition alone can create through its
dynamism.” (1991a, p. 32)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• Life in quest of narrative
– Construction of the central figures of our own
story into heroes: "It is in this way that we learn to
become the narrator and the hero of our own story,
without actually becoming the author of our own
life. It is true that life is lived and that stories are
told. An unbridgeable difference does remain, but
this difference is partially abolished by our power
of applying to ourselves the plots that we have
received from our culture and of trying on the
different roles assumed by the favourite
characters of the stories most dear to us.’ (1991a,
p.32-33)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• The concept of narrative identity
– "The concept of narrative identity …(refers to) the
kind of identity that human being acquire through
the mediation of the narrative function." (1991b,
p.188)
– Fundamental distinction of the concept of identity:
• Identity as selfhood (ipse)
• Identity as sameness (idem)
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Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• The concept of narrative identity
– Identity as sameness
• Identity as sameness refers to two or more occurrences
of things are one single and same thing.
• Identity as sameness refers to two or more occurrences
of things are similar, i.e. bearing great resemblance and
constituting of no difference.
• Identity as sameness refers to “the uninterrupted
continuity in the development of a being.
• Identity as sameness refers to permanence in time. “All
phenomena contain something permanent (substance)
when considered as the object itself, and something
changing, when considered as a simple determination of
this object, that is to say as a mode of existence of the
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objects” (Kant, quoted in Ricoeur, 1991b, p. 190)
Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• The concept of narrative identity
– Identity as selfhood
• As the concept of identity is interpreted as selfhood, we
take “identity as uniqueness” or even “as an
irreplaceable person.” (Ricoeur, 1991b, p, 190) It
basically replaces a epistemological question of
sameness with an ontological question of selfhood.
• “I here agree with Heidegger that the question of
selfhood belongs to the sphere of problems relating to
the kind of entity that he calls Dasiein (Being-there) and
which he characterizes by the capacity to question itself
as to its own way of being and thus to relate itself to
being qua being. …In this sense, selfhood is one of the
existentials which belong to the mode of being of
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Dasein.” (199
Life as Narrative I: Paul Rcoeur's
Conception of Narrative Identity
• The concept of narrative identity
– Identity as selfhood
• Ricoeur suggests that if identity as sameness is
construed as something “permanence”, while identity as
selfhood is construed as irreplaceable and permanent
existence (i.e. being qua being and Being-there), then he
underlines that “having said that, "the self intersects with
the same at one precise point: permanence in time.”
(p.192)
• It is through narrative, its emplotment and self mediation
that the sameness-identity and the selfhood-identity can
come to associate with each other on the ground of
permanence in time. This permanence can be ‘coherence
of life’ ‘narrative unity’, ‘durable properties of a
character’, and a ‘discordant concordance’. (1991b, p. 28
195)
Life as Narrative II: Jerome Bruners'
Concept of Genre in Self-Narrative
• Forms of self-narrative
– Jerome Bruner underlines that "stories are about
the vicissitudes of human intention." (Bruner, 1987,
p.18) Accordingly, "story structure (especially self
narrative) is …composed of …an Agent, an Action,
a Goal, a Setting, an Instrument — and Trouble.
Trouble is what drives the drama, and it is
generated by a mismatch between two or more of
the five constituents." (p. 18)
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Life as Narrative II: Jerome Bruners'
Concept of Genre in Self-Narrative
• Forms of self-narrative
– It is Bruner's conception of agent and agency in
one's self-narrative that resonate Ricoeur's
suggestion that the narrator has become the hero
of one' own storyline.
• The agent is the "empowered protagonist" (p. 19), i.e. the
leading character in a story who can alter course of
events, achieve the Goal by making full us of the
Instrument and the Setting, in the process overcome the
Troubles, and to provide the story with a coherent or
even happy ending.
• The agency is therefore referring to the project of actions
deliberately and heroically taken by the agent in the
storyline.
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Life as Narrative II: Jerome Bruners'
Concept of Genre in Self-Narrative
• Forms of self-narrative
– The theme and genre of the self-narrative:
• Bruner indicates that if events and the plots are the
sequenced discourse of the storyline, the self narrative
should then require a "timeless theme." By timeless
theme, Bruner refers to "the transcendent plight that a
story is about," (p. 17) such as the thwarted ambition,
uncompromising strive, committed pilgrimage, etc. that
we assigned to the course of our lives.
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Life as Narrative II: Jerome Bruners'
Concept of Genre in Self-Narrative
• Forms of self-narrative
– The theme and genre of the self-narrative:
• In the structure of narrative, genre can be construed as
the meaning implied in the coherent whole of the
narrative. Genre in historical representations, as
suggested by Hayden White, can be categorized into
Romance, Tragedy, Comedy, and Satire. (White, 1973)
While Bruner citing Northrop Frye's claims that there are
only four genres at work in literary theory, namely
tragedy, comedy, romance, and irony. (Bruner, 1996, p. 95)
In short, in the quest of a narrative for one's live, one final
question a self-narrator must face is that "what genre is it
fitted." (p. 18)
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• As a historical sociologist Margaret Somers
applies Hayden White's conception of narrative
to the study of the constitution of social identity,
which should be distinguished from the
constitution of self-identity that has been
explicated so far in Section B above.
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• Sameness and distinctiveness in social identity: By
applying the dilemma between sameness and
selfhood formulated by Ricoeur to the understanding
of self identity, social identity can then be
understood as the narrative that individuals
construct for themselves in dealing with membership
and sense of belonging within and among social
groupings and categories.
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• Samensss and distinctiveness in social identity:
– Narrative of sameness: In order to identify with a social
grouping, a person must attribute at least one similar
characteristic that both she and other members of the social
grouping shared. Somers illustrated in her historical
sociological studies that in order to construct the identity of
a social class or the citizenship of a nation-state, the social
narrative that members of the social class or nation-state in
question must build or forge is that there is a common
situation and a common course shared by members of that
social community.
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• Samensss and distinctiveness in social identity:
– Narrative of distinctiveness: At the same time, members of
the same social community must attribute distinct
differences that they do not share with members of other
social groupings. In the case of members of the working
class in the nineteenth century, they could have narrated
their distinct differences or even antagonistic relation with
the capitalist class as the Karl Marx himself narrated.
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
Social narrativity is “concepts of social
epistemology and social ontology. (It)… posits
through narrativity that we come to know,
understand, and make sense of the social world,
and through which we constitute our social
identity. It matters… that we come to be (usually
unconsciously) who we are (however ephemeral,
multiple, and changing) by our locations in social
narrative and networks that rarely of our own
making.” (Somers, 1994, p.58-59)
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
– Four dimensions of narrativity
• Ontological narratives: Ontological narratives "are the
stories that social actions use to make sense of ― indeed,
in order to act in ― their lives. Ontological narratives are
used to define who we are; this in turn is a precondition
for knowing what to do. This 'doing' will in turn produce
new narrative and hence new action; the relationship
between narrative and ontology is processual and
mutually constitutive." (Somers, 1994, p. 61)
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
– Four dimensions of narrativity
• Public narratives: Public narrative are those narratives
attached to cultural and institutional formations larger
than the single individual, to intersubjective networks or
institutions, however, local or grand, micro or macro ―
stories about American social mobility, the 'freeborn
Englishman,' the working-class hero, and so on. Public
narratives range from the narratives of one's family, to
those of the workplace (organizational myth), church,
government, and nation." (p. 62)
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
– Four dimensions of narrativity
• Conceptual narrativity: "These are the concepts and
explanations that we construct as social researchers.
Because neither social action nor institution-building is
produced solely through ontological and public
narratives, our concepts and explanations must include
the factors we call social forces ― market patterns,
institutional practices, organizational constraints.
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
– Four dimensions of narrativity
• Metanarrativity: It "refers to the 'master-narratives' in
which we are embedded as contemporary actors in
history and as social scientists. …These narratives can
be the epic dramas of our time: Capitalism versus
Communism, the Individual versus Society, and
Barbarism/Nature versus Civility. They may also be
progressive narratives of teleological unfolding: Marxism
and the triumph of Class Struggle, Liberalism and the
triumph of Liberty, the Rise of Nationalism, or of Islam."
(p. 63)
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Social identity as Narrative: Margaret
Somers' Relational and Network Approach
• The concept of social narrativity
– Component of social narrativity
•
•
•
•
Relationality of parts
Selective appropriation
Temporality, sequence and places,
Causal emplotment
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Ulrich Beck’s Theory of Individualization:
Bridging the Subjective with Objectivity In
Identity Construction
(1944-
Ulrich Beck’s Theory of Individualization:
Bridging the Subjective with Objectivity In
Identity Construction
• The process of individualization
– “Modernization does not just lead to the formation of a
centalized state power, to concentrations of capital and
to an ever more tightly woven web of division of labor
and market relationship, to mobility and mass
consumption, and so on. It also leads …to a triple
‘individualization’: disembedding, removal from
historically prescribed social forms and commitments in
the sense of traditional contexts of dominance and
support (the ‘liberating dimension’); the loss of
traditional security with respect to practical knowledge,
faith and guiding norms (the ‘disenchantment
dimension’); and …re-embedding, a new type of social
commitment (the ‘control’ or ‘reintegration dimension’).
(Beck, 1992, p. 128)
Ulrich Beck’s Theory of Individualization:
• The process of individualization
Life Situation
(objectivity)
Liberation (Disembedment)
Loss of Stability
Reintegration(Re-embedment)
Consciousness/
Identity
(subjectivity)
Ulrich Beck’s Theory of Individualization:
• The process of individualization
– Beck’s definition of individualization: “‘Individualization’
means, first, the disembedding and, second, the ‘reembedding’ of industrial society ways of life by new
ones, in which the individuals must produce, stage and
cobble together their biographies themselves. Thus the
name ‘individualization’, disembedding and reembedding …do not occur by chance, nor individually,
nor voluntarily, nor through diverse types of historical
conditions, but rather all at once and under the general
conditions of the welfare in developed industrial labour
society, as they have developed since the 1960s in many
Western industrial countries.” (Beck, 1994, p.13)
Ulrich Beck’s Theory of Individualization:
• The process of individualization
– Zygmunt Bauman’s definition of individualization:
“’Individualization’ consists of transforming human
‘identity’ from a ‘given’ into a task and changing the
actors with the responsibility for performing that task
and for the consequences (also the side-effects) of their
performance. ….Human being are no more ‘born into’
their identities. … Needing to become what one is the
feature of modern living - and of this living alone.
…Modernity replaces the heteronomic determination of
social standing with compulsive and obligatory selfdetermination.” (Bauman, 2000, p. 31-2)
Ulrich Beck’s Theory of Individualization:
• The process of individualization
– Institutionalized ‘beds’ - identity bases - for the reembedment of modern individuals
• ‘Beds’ in capital market, e.g. occupations,
professions, social-class positions, etc.
• ‘Beds’ in institution of marriage and family, husband,
wife, father, mother, etc.
• ‘Beds’ in modern political arenas, e.g. citizens,
members of new social movements, such as
environmentalists, feminist, anti-gloabizationists, etc
Ulrich Beck’s Theory of Individualization:
• Individualization in Information Age
– “What distinguished the ‘individualization’ of yore from
the form it has taken in ‘risk society’ …. No ‘beds’ are
furnished for ‘re-embedding’, and such beds as might be
postulated and pursued prove fragile and often vanish
before the work of ‘re-embeddment’ is complete. There
are rather ‘musical chairs’ of various size and style as
well as of changing numbers and positions, which
prompt men and women to be constantly on the move
and promise no ‘fulfilment’, no rest and no satisfaction
of ‘arriving’, of rearching the final destination, where one
can disarm, relax and stop worrying.” (Bauman, 2000, p.
33-34)
Ulrich Beck’s Theory of Individualization:
• Individualization in Information Age
– The rise of networked individualism and cyberbalkanization
“Networked individualism is a social pattern, not a
collection of isolated individuals. Rather, individuals
build their networks, on-line and off-line, on the basis of
their interests, values, affinities, and projects.” (Castells,
2001, p. 131)
Narrative Identities of UK Teachers in
Education Reforms: Peter Woods et al.
• Application of Anthony Giddens' concept of
Self-identity
– Giddens defines “self as reflexively understood by
the person in terms of her or his biography.”
(Giddens’ 1991, p. 53)
– Identity, according to Giddens, indicates a
person’s sense of “continuity across time and
space.” (ibid)
52
Narrative Identities of UK Teachers in
Education Reforms
• Application of Anthony Giddens' concept of
Self-identity
– Self-identity, therefore, can be defined as a sense of
“continuity as interpreted reflexively by the agent.”
(ibid) More specifically, a person with a reasonably
stable sense of self-identity is, therefore, the one with
“the capacity to keep a particular narrative going. The
individual’s biography, if she is to maintain regular
interaction with others in the day-to-day world, cannot
be wholly fictive. It must continually integrate events
which occur in the external world, and sort them out
into ongoing ‘story’ about the self.” (Giddens, 1991, p.
54) In short, self-identity can be discerned as coherent
and continuous narrative one imputed to oneself. 53
Narrative Identities of UK Teachers in
Education Reforms
• Application of concept of Self-identity
– Constituents of self-identity: A stable self-identity,
i.e. coherent and continuous self narrative, would
compose the following attributes
• Ontological security: “A stable sense of self-identity
presupposes the … elements of ontological security - an
acceptance of the things and of others.” (ibid) The sense
of ontological security implies that a person has to
extend beyond self-reflexion and connects to her or his
environments, both physical and social. In turn, it will
generate both sense of trust and bondage with the
physical and social environments.
54
Narrative Identities of UK Teachers in
Education Reforms
• Application of concept of Self-identity
– Constituents of self-identity:
• Trust: Trust can be construed as the confidences and
expectations that a person invested on particular
relationships with social and physical environments. It is
generally evolved from the positive feedbacks obtained
by the person in the particular relationships.
• Bondage: As the positive feedback generated from a
relationship with a human aggregate accumulated, the
person involved will develop strong sense of belonging
to it and in turn constitute a social bondage. As a result, a
“social identity” develops.
55
Narrative Identities of UK Teachers in
Education Reforms
• Education reform as change in conceptual,
public and self identity of teachers
– Teachers' Plowden identity (1970s and 1980s)
• Powden Report (Central Advisory Council for Education
In English, 1967) is an education Reform blueprint passed
and implemented by the Labour government at the end of
the 1960s.
• The Report embodied most of the education ideas, values
and practices of a child-centred, humanistic and
egalitarian schooling system (Carlye and Woods, 2002, p.
138-139)
56
Narrative Identities of UK Teachers in
Education Reforms
• Education reform as change in conceptual,
public and self identity of teachers
– The Ofsed's identity
• Ofsed (Office for Standards in Education) was the
administrative arm set up by the Conservative
government in 1992 as part of the liberalitarian education
reform initiated by Margaret Thatcher's and her
government since 1988.
• Ofsed embodied the education values and practices of an
output-based, managerial-standardized and marketdriven schooling system (Carlye and Woods, 2002, p.
138-139)
57
Narrative Identities of UK Teachers in
Education Reforms
• Education reform as change in conceptual,
public and self identity of teachers
– Caught between the Powden self-identity and the
Ofsed public or even meta-narrative, English
teachers experienced discontinuity and
incoherence in the narratives of their professionalteacher identity.
58
Narrative Identities of UK Teachers in
Education Reforms
• The loss of emotional security
– Loss of emotional skills: Inability of delivering
emotional services of understanding and empathy,
motivation and encouragement, …
– Loss of emotion regulation: Inability of controlling,
regulating and recovering from emotional stress
– Loss of positive emotional experiences: Deprived
of heart-lifting and satisfying experiences in
teaching
– Emotional estrangement: Fall into emotional traps
of indifference and apathy
59
Narrative Identities of UK Teachers in
Education Reforms
• Feeling of betrayal
– “Betrayal is the intentional or unintentional breach
of trust or the perception of such a breach.”
(Hargreaves, 2002, p. 397)
– Interpersonal betrayal: It refers to a breach of trust
by partners in a human encounter. As in the case
of teaching, teachers may feel betrayed by
students, co-teachers, school administration,
and/or the government and its policy
60
Narrative Identities of UK Teachers in
Education Reforms
• Feeling of betrayal
– Self betrayal: It refers to a breach of trust on one’s
self-identity and/or a breach of a fundamental
value one cherished
• Guilt is a form of self betrayal of some normative codes
one identified with.
“Guilt is anxiety produced by the fear of transgression:
where the thoughts of activities of the individual do not
match up to expectations of a normative sort.” (Giddens,
1991, p. 64)
61
Narrative Identities of UK Teachers in
Education Reforms
• Feeling of betrayal
– Self betrayal: It refers to a breach of trust on one’s
self-identity and/or a breach of a fundamental
value one cherished
• Shame is another form of self betrayal, which upsets the
status quo of the self and/or disrupts the coherent
narrative of one’s identity.
“Shame bears directly on self-identity because it is
essentially anxiety about the adequacy of the narrative by
means of which the individual sustains a coherent
biography.” (Giddens, 1991, p. 65)
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Internal time consciousness
Durée
Action
Anticipation & fulfillment
Meaning-context
of unity and continuity
Behavior
Embedded
and
Embodied
Attitude-taking Act
Being
Reproduction, Retention, Perception
Hierarchy
Meaning-context
of unity and continuity
Stream of consciousness
Intentionality
The
subject
Intentional-Act
Intentional
object
Phenomenological conceptual framework of meaning
Internal time consciousness
Durée
Social-Identity
(Group-Affiliation)
Self-Identity
(Coherence & Continuity)
Social-Identity
(Role-Performance)
Closure with moral lesson
Action
Genre
Anticipation
& fulfillment
Disembeddments
Symbolic mediation
Behavior
Attitude-taking Act
Causal emplotments
Historical &
Social
Relationality
Reproduction,
Retention, Perception
Chronologies
Selective appropriation of Events
Stream of consciousness
Intentionality
The
subject
Narrator
Author
Intentional-Act
Re-embeddments
Meaning-context
of unity and continuity
Hierarchy
Historical &
Meaning-context
Social
of unity and continuity
Relationality
Intentional
object
Agent, Hero,
Central Figure
Conceptual Framework of Narrative-Identity Construction
Why they narrate their lives to death?
You have the right approach, but you
never could have known the answer.
65
66
專家報告：教改帶來教師壓力
【本報訊】兩名教師今年初因受不
住教育改革壓力而輕生，教育統籌
局委派專家檢討教師壓力的報告昨
日終於完成，該官方報告臚列出教
師壓力五大來源，當中確定連串教
育改革和殺校為教師帶來壓力。局
長李國章昨日則多番稱教師仍是支
持教改，被教育界批評是斷章取義。
「教師工作」委員會主席高彥鳴昨
日將總結報告交予李國章，報告指
教師壓力來源依次是學生、家長及
社會人士等、教育改革等變革、學
校管理和考核。
2006年12月20日蘋果日報
67
Lecture 3
Narrative Inquiry
& Identity Construction of Teachers & Students
END
68