Mixed metaphors for reading and writing the qualitative thesis in adult education
Author: Lander D.
Source: Studies in the Education of Adults, Volume 32, Number 2, 1 October 2000 , pp. 148-165(18)
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Abstract:
This paper applies narrative inquiry to the organising metaphors for reading and writing a qualitative thesis in adult education. Three perspectives are featured: methodologists and theorists; graduate students writing adult education theses; and faculty advisors who read and respond to graduate students' theses. My autobiographical account of writing two adult education theses and reading many graduate students' theses shapes my narrative inquiry into the interplay of metaphors between reader and writer.Practice-based exemplars explicate the dominant narrative genre and journey metaphors for organising theses. The inquiry traces readers and writers in a responsive, dialogical relationship characterised by restorying each other's metaphors using in-kind and different metaphors. I propose different organising metaphors for reading and writing qualitative research in the postmodern era. I re-place the journey-narrative genre of 'beginning to ending' with cartographies and storying/re-storying 'in the middle'. Cartographies re-metaphorise the writing and reading of adult education theses and in the process adult educator authors are re-metaphorised as situated, bodily works-in-process.Document Type: Research article
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