evidence and practice
A four-stage framework for conducting feminist storytelling research
Debra Klages PhD candidate, School of Health, University of New England, Armidale NSW, Australia
Leah East Associate professor, School of Health, University of New England, Armidale NSW, Australia
Debra Jackson Professor of nursing, University of Technology, Sydney NSW, Australia
Kim Usher Professor, School of Health, University of New England, Armidale NSW, Australia
Background Storytelling is a contemporary research method increasingly used in qualitative interpretive research. Despite its popularity, there is a paucity of information providing detailed processes for conducting storytelling research that also incorporates a feminist perspective.
Aim To provide a four-stage framework for conducting feminist storytelling research.
Discussion Systematic approaches or frameworks can help researchers conducting feminist storytelling studies. The authors discuss a framework for the sequential process of conducting storytelling research that embraces the tenets of feminist standpoint theory. This four-staged framework consists of the steps taken to prepare for the collection and analysis of data, as well as to disseminate the research’s findings, from etic (procedural) and emic (feminist) perspectives. The authors demonstrate the use of the framework by applying it to a study of mothering.
Conclusion Use of a purposeful approach to feminist storytelling research may increase its auditability and verification.
Implications for practice The authors anticipate that the framework can be adapted into an effective tool to support researchers interested in conducting feminist storytelling research.
Nurse Researcher. doi: 10.7748/nr.2019.e1624Peer review
This article has been subject to external double-blind peer review and has been checked for plagiarism using automated softwareCorrespondence
Klages D, East L, Jackson D et al (2019) A four-stage framework for conducting feminist storytelling research. Nurse Researcher. doi: 10.7748/nr.2019.e1624
Published online: 21 February 2019