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Ethical Dilemmas in Relational Narrative Inquiry With Children

Centre for Research for Teacher Education and Development

D. Jean Clandinin

Centre for Research for Teacher Education and Development

In the fall of a school year, the authors began work in an elementary inner-city school.Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiryintentions were to more fully understand the experiences of children, families, and teachersof diverse backgrounds as they engaged with each other in the school. They are experiencedresearchers who have worked with adults, teachers, teacher educators, and principalsas coresearchers in other relational narrative inquiries. The authors imaginednegotiating similar coresearcher relationships with children. However, as they worked tonegotiate coresearcher relationships with children, they encountered new relationalinquiry complexities. In this article, the authors explore these complexities and makeexplicit four tensions they experienced in the study. They suggest a need for negotiatingan ethic of relational narrative inquiry alongside children as coresearchers.

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