, Volume 38, Issue 4, pp 335–350 | Cite as

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

  • Elizabeth De Freitas


In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person “I” while advocating for a postmodern reading of the “self.” This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique – the unreliable narrator – to assist readers in critically deciphering reflexive research narratives.


Unreliable narrator narrative inquiry reflexive research arts-informed research fiction 


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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Ruth C. Ammon School of EducationAlephi UniversityGarden CityU.S.A.
  2. 2.University of Prince Edward IslandCharlottetownCanada

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