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It investigates how criteria can be justified after shifting social inquiry, tracing debates through teacher thinking and practice studies in Canadian elementary schools. The discussion uses positivist, interpretivist, criticalist, and postmodern notions of representation and legitimation, arguing that narrative methodologies move toward situated local community perspectives and connect moral, ethical, critical consciousness, and social critique across personal, social, and environmental discourse.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/narrative-knowing-and-emerging-methodologies-in-environmental-education-research-issues-of-quality/597238/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/narrative-knowing-and-emerging-methodologies-in-environmental-education-research-issues-of-quality/597238.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem about “quality” does the paper address in environmental education research?","Question",{"text":112,"@type":113},"It addresses issues of quality in qualitative inquiries, focusing on what could ground criteria within a transformed social inquiry rather than whether criteria exist.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which debates and frameworks does the paper use to trace quality issues?",{"text":117,"@type":113},"It traces debates through positivist, interpretivist, criticalist, and postmodern notions of representation and legitimation applied to qualitative inquiry.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper characterize the role of narrative methodologies?",{"text":121,"@type":113},"It argues that narrative methodologies shift focus away from foundational criteria toward more situated, locally grounded community perspectives and enable conversations linking personal, social, and environmental dimensions of discourse.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597238,1792433205,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Narrative, Knowing, and Emerging Methodologies in Environmental Education Research: Issues of Quality  \nPaul Hart, University of Regina, Canada  \nAbstract  \nWithin the context of an educational research community that now seems prepared to take narrative forms of representing human experience seriously, this paper addresses issues of quality within such inquiries, as applied to research in environmental education. At issue here is not whether we shall have criteria but what might be the basis for criteria within a transformed social inquiry. Grounded in studies of teacher thinking and practice in Canadian elementary schools, the paper traces the debates about issues of quality in qualitative inquiry through the language of positivist, interpretivist, criticalist and postmodernist notions of representation and legitimation. Ultimately, narrative methodologies pull us away from foundational criteria toward more situated local community perspectives; conversations about moral, ethical, and critical consciousness and social critique that connect personal to social to environmental dimensions of discourse practices.  \nRésumé  \nDans le contexte d’une communauté de recherche pédagogique qui semblemaintenant prête à adopter des formes narratives pour représentersérieusement l’expérience humaine, ce document aborde les enjeux de laqualité de semblables enquêtes applicables à la recherche en éducation environnementale. Il ne s’agit pas de savoir si nous aurons ou non des critères, maisplutôt de déterminer ce quipeut constituer le fondement des critères d’une enquête sociale transformée. Appuyé sur des études au sujet du raisonnement et de lapratique des enseignants dans les écoles élémentaires canadiennes, ce document retrace les débats sur les enjeux de la qualité des enquêtes qualitatives au moyen du langage de notions positivistes, interprétatives, critiques et postmodernes de la représentation et de la légitimation. En définitive, les méthodologies narratives nous éloignerons des critères généraux pour nous amener à des perspectives communautaires locales davantage situationnelles, ainsi qu’à des conversations sur la conscience morale, éthique et critique et sur la critique sociale qui relient les dimensions personnelles, sociales et environnementales des pratiques du discours.  \n140 Canadian Journal of Environmental Education, 7(2), Spring 2002  \nPeople outside natural history find it quaint that naturalists study chimpanzees, for example, case by case, constructing elaborate accounts of a single individual.  \nIt is far from quaint,(Steven Jay) Gould argues, because there is no essence of chimpness; there are, instead, infinite details and possibilities each of which expands our understanding, enriches our knowledge, and can be a means for supporting quality and accomplishment or insight for change and transformation.  \n(Ayers, 1992, p. 157-158)  \nIn their book, Narrative in Teaching, Learning, and Research, McEwan and Egan (1995) describe the “turn to narrative” within educational research as one of the most impressive shifts in the history of the field. This shift from an assumption that the teacher is simply an instrument in the production of school achievement to a view of the teacher as an intelligent agent in educating children represents a new research perspective of personal agency and empowerment (Carter & Doyle, 1996) . Given the rapid emergence and growing pervasiveness of qualitative forms of inquiry that use narrative, it seems useful to consider the potential of its application to environmental education research, particularly in light of issues of quality that may arise. This paper focuses on methodological issues that characterize the qualitative research literature and whether normative criteria are likely to improve environmental education research. The paper draws on experiences of educational researchers who have used narrative methods in areas such as teacher thinking and practice in environmental education.  \n","cbCaieEpGvFeytgQ","https://ap.wps.com/l/cbCaieEpGvFeytgQ","pdf",246925,26,"English","# Narrative in Qualitative Research\n## Understanding narrative as experience and method\n## Interpretation, legitimation, and representation","[{\"question\":\"What problem about “quality” does the paper address in environmental education research?\",\"answer\":\"It addresses issues of quality in qualitative inquiries, focusing on what could ground criteria within a transformed social inquiry rather than whether criteria exist.\"},{\"question\":\"Which debates and frameworks does the paper use to trace quality issues?\",\"answer\":\"It traces debates through positivist, interpretivist, criticalist, and postmodern notions of representation and legitimation applied to qualitative inquiry.\"},{\"question\":\"How does the paper characterize the role of narrative methodologies?\",\"answer\":\"It argues that narrative methodologies shift focus away from foundational criteria toward more situated, locally grounded community perspectives and enable conversations linking personal, social, and environmental dimensions of discourse.\"}]","Narrative, Knowing, and Emerging Methodologies in Environmental Education Research - Issues of Quality | PDF",1792084650,66]