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The Narrative Study of Lives series brings together a diverse group of scholars who, in engaging and personal voices, share their experiences in doing and teaching narrative research. In this volume, chapter authors challenge readers to think about narrative research in its own context through narrating their own struggles with the ambiguities of this approach. Reflecting on their work with both graduate and undergraduate students, these authors explore ways of managing common pitfalls and frustrations. At the same time, the authors relate professional triumphs that illustrate effective teaching of narrative research.

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• Acknowledgments(p. vii)
• Contributors(p. ix)
• Introduction(p. 3)
• Chapter 1. Painting Lessons(p. 13)
• Chapter 2. An Epistemological Approach to the Teaching of Narrative Research(p. 29)
• Chapter 3. Qualitative Research in Psychology: Teaching an Interpretive Process(p. 49)
• Chapter 4. Researchers as Protagonists in Teaching and Learning Qualitative Research(p. 61)
• Chapter 5. Learning to Listen: Narrative Principles in a Qualitative Research Methods Course(p. 79)
• Chapter 6. Listening to Holocaust Survivors: Interpreting a Repeated Story(p. 101)
• Chapter 7. Teaching Interpretation(p. 113)
• Chapter 8. Task, Process, and Discomfort in the Interpretation of Life Histories(p. 135)
• Chapter 9. The Prototypical Scene: A Method for Generating Psychobiographical Hypotheses(p. 151)
• Chapter 10. A Psychological Perspective on the Relationship of William and Henry James(p. 177)
• Chapter 11. Writers as Readers in Narrative Inquiry: Learning From Biography(p. 199)
• Chapter 12. Braiding Essence: Learning What I Thought I Already Knew About Teaching Qualitative Research(p. 215)
• Chapter 13. Dialogic Pedagogy: Developing Narrative Research Perspectives Through Conversation(p. 239)
• Chapter 14. A Framework for Narrative Research Proposals in Psychology(p. 259)
• Author Index(p. 275)
• Subject Index(p. 279)
• About the Editors(p. 287)

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CHOICE Review

In 2001 the American Psychological Association published Turns in the Road, also ed. by McAdams, Josselson, and Lieblich (CH, Jan'02), the first work in a series of narrative studies. Up Close and Personal, the second in this series, focuses on the teaching and learning of narrative research, coalescing the personal experiences of several scholars and their research. The editors present essential modes of inquiry appropriate for teachers and students of qualitative/narrative research. The challenges for teachers are formidable. Psychobiography (as used by noted psychologists) and anthropological training in ethnography provide the means for astute interpretation of gathered data. By focusing on the flexibility that is relevant in qualitative research, the book's 13 chapters make an important collective contribution. The last chapter, written by two of the editors, suggests a format for narrative research proposals. Taken together, the two volumes in this series provide a germane overview of the complex issues that the editors and scholars have delineated. The series is recommended for teachers and students who want to pursue an in-depth approach to interviewing, critical listening, and analysis. Summing Up: Recommended. Upper-division undergraduates through professionals. G. M. Greenberg emerita, Western Michigan University