"narrative inquiry" is a correct and usable term in written English.
This term is used in qualitative research and refers to the exploration and analysis of narrative information in order to understand or interpret a phenomena, practice, or behavior. For example, "The professor used narrative inquiry to examine how children learn the English language."
The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts.
The methodology followed a narrative inquiry approach to understanding and describing situated activity (Clandinin and Connelly 2000; Creswell 2008).
Narrative inquiry in language teacher education aims to understand the experiences of teachers in the particular contexts in which they teach.
In the qualitative literature, no current consensus exists regarding the recommended sample size for narrative inquiry methodology (Richie et al. 2003).
We recommend use of organizational theory and narrative inquiry methods, such as the appreciative inquiry technique, to examine how communities design gender-based interventions.
This research is a part of a much larger study which was designed as a narrative inquiry (Clandinin & Connelly, 2000), and which the digital stories were one component.
This approach, as one type of narrative inquiries under a qualitative paradigm, has been increasingly used in the study of English language learners.
In contrast, narrative-interpretative inquiries into the meaning and complexity of mobility biographies remain scarce.
In his polemic Reality Hunger (Penguin), David Shields argues for the pleasures of the "lyric essay" – part-autobiographical, part-narrative, part-intellectual inquiry.
He said the force needed to take control of the narrative presented to the inquiry and that "if anybody should be blamed, it should be the drunken, ticketless individuals".
Aristotle's observations were not merely a exacting inquiry into narrative, they were also an inquiry into the human experience.
