Citation

Intercultural hermeneutics and narrative inquiry: Perfect partnership or folie à deux?

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Abstract:

This paper explores the unique partnership between intercultural hermeneutics and narrative inquiry in educational research. While both intercultural hermeneutics and narrative inquiry can provide a researcher with new windows into the experiences of the other, both are also incredibly fraught with difficulty and potential for misunderstanding. As such, this paper discusses both the benefits and the challenges of engaging in intercultural hermeneutics through the use of a narrative inquiry framework. Data that was previously analyzed through a more homogeneous lens will be reinterpreted through an intercultural hermeneutic lens. This qualitative data was gathered during the implementation of previous research entitled: International Students’ Perspectives on the Nature of Inclusion in Canadian Post-Secondary Institutions (Mitchell, 2009) in which 4 international students were extensively interviewed about their experiences within 4 different Canadian universities. This new analysis will demonstrate that both intercultural hermeneutics and narrative inquiry are deeply complex and troubling processes to some extent, and yet when we bring them together in partnership, we become aware of their complementary potential to foster mutually beneficial learning and more equitable educational research practices. As universities become increasingly diverse, we have the ethical responsibility to embrace such diversity and ensure that the effects of internationalization are addressed with attention to the contextual experiences of individuals (Guo & Jamal, 2007). This paper will demonstrate that the definition of ethical responsibility should extend beyond abstract discussions of policies, mission statements and philosophies, and instead focus on the creation of pragmatic intercultural learning within an institution’s diverse social context.

Author's Keywords:

Intercultural hermeneutics, narrative research, internationalization of post-secondary education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492834_index.html
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MLA Citation:

Mitchell, Lisa. "Intercultural hermeneutics and narrative inquiry: Perfect partnership or folie à deux?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492834_index.html>

APA Citation:

Mitchell, L. A. , 2011-05-01 "Intercultural hermeneutics and narrative inquiry: Perfect partnership or folie à deux?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492834_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper explores the unique partnership between intercultural hermeneutics and narrative inquiry in educational research. While both intercultural hermeneutics and narrative inquiry can provide a researcher with new windows into the experiences of the other, both are also incredibly fraught with difficulty and potential for misunderstanding. As such, this paper discusses both the benefits and the challenges of engaging in intercultural hermeneutics through the use of a narrative inquiry framework. Data that was previously analyzed through a more homogeneous lens will be reinterpreted through an intercultural hermeneutic lens. This qualitative data was gathered during the implementation of previous research entitled: International Students’ Perspectives on the Nature of Inclusion in Canadian Post-Secondary Institutions (Mitchell, 2009) in which 4 international students were extensively interviewed about their experiences within 4 different Canadian universities. This new analysis will demonstrate that both intercultural hermeneutics and narrative inquiry are deeply complex and troubling processes to some extent, and yet when we bring them together in partnership, we become aware of their complementary potential to foster mutually beneficial learning and more equitable educational research practices. As universities become increasingly diverse, we have the ethical responsibility to embrace such diversity and ensure that the effects of internationalization are addressed with attention to the contextual experiences of individuals (Guo & Jamal, 2007). This paper will demonstrate that the definition of ethical responsibility should extend beyond abstract discussions of policies, mission statements and philosophies, and instead focus on the creation of pragmatic intercultural learning within an institution’s diverse social context.


Similar Titles:
Narrative, Narrative Practices and Narrative Inquiry

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From Biography to Narrative Inquiry: The Sonata-Form as a Metaphor


 
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