A CASE FOR NARRATIVE INQUIRY IN GEOGRAPHY ЕDUCATION

This paper attempts to discuss a relatively new social research approach,
narrative inquiry, in respect to research in geography education. It first briefly sets the
context for narrative inquiry within a wider debate on educational research stating that
particularly 1980s and 1990s were caught up in a new interest in subject and subject’s
practice in educational studies leading researches focusing on “voice” of teachers. Then
it moves on to narrative inquiry and explores the emergence of it within educational
research. The process of narrative inquiry and why it could be used in geography education
as a research tool and a mean for reflective practice are explained next. Finally some
ontological considerations are carried out. In this respect, narrative inquiry considered to
be positioned within constructivist stance with reflexivity, particularism, blurred genres
of knowing and interpretivism being important dimensions of it.