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Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

Nandakumar Mayakestan, Gopinathan Sarvanathan
Copyright: © 2019 |Pages: 24
ISBN13: 9781522553175|ISBN10: 1522553177|ISBN13 Softcover: 9781522587545|EISBN13: 9781522553182
DOI: 10.4018/978-1-5225-5317-5.ch007
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MLA

Mayakestan, Nandakumar, and Gopinathan Sarvanathan. "Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene." Educational Research in the Age of Anthropocene, edited by Vicente Reyes, et al., IGI Global, 2019, pp. 144-167. https://doi.org/10.4018/978-1-5225-5317-5.ch007

APA

Mayakestan, N. & Sarvanathan, G. (2019). Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene. In V. Reyes, J. Charteris, A. Nye, & S. Mavropoulou (Eds.), Educational Research in the Age of Anthropocene (pp. 144-167). IGI Global. https://doi.org/10.4018/978-1-5225-5317-5.ch007

Chicago

Mayakestan, Nandakumar, and Gopinathan Sarvanathan. "Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene." In Educational Research in the Age of Anthropocene, edited by Vicente Reyes, et al., 144-167. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5317-5.ch007

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Abstract

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

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