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Editor's Notes

• #5: 'To music is to take part, in any capacity, in a musical performance, whether by performing, by listening, by rehearsing or practising, by providing material for performance (what is called composing), or by dancing''�� (SMALL 1998:9 )
• #11: Narrative inquiry, the study of experience as story, then, is first and foremost a way of thinking about experience. Narrative inquiry as a methodology entails a view of the phenomenon. To use narrative inquiry methodology is to adopt a particular view of experience as phenomenon under study.” (Connelly & Clandinin 2006, p. I learned that the concept of narrative, as such, was dynamic and multi-faceted like a prism. Narrative thinking was related to continuity and experience in a social and personal context, and that experience happened narratively (Clandinin & Connelly 2000; Ricoeur 1991). As Elbaz-Luwisch (2005) argues, teachers’ ways of knowing about their work are not based on rational and linear development. We live, think, act and learn by storying, so narrative research should not only be a method for me. So I could not analyse, thematise and interpret the data in the conventional way that I was used to. I was also necessary for me to understand I was also necessary for me to understand the truth and validity claims of my narrative work. (Johnson & Heo [forthcoming])
• #14: Yhteenveto on narratiivinen merkitysrakenne ja samalla kenttäteksti (ks. Clandinin & Connelly 2000), josta etenen kohti tutkimustekstiä. Narratiivista yhteenvetoa kirjoittaessa pidän tärkeänä, että se kuvastaa haastattelun intersubjektiivisuutta, haastattelua keskusteluna (Kvale 1996) ja kasvokkain olemi- sena, jossa ”toinen on minulle itseäni todellisempi” (Berger & Luckmann 1994, 40). Haastattelussa kielellistyvä kokemus sekä vastaavat narratiiviin kirjatut merkitykset ovat monessa suhteessa meille kahdelle yhteisiä, eivät pelkästään haastateltavalta saatua ”dataa”. (Johnson 2011)
• #23: Teleologia on päämääriin pyrkivä toimintaa, ts. jonkin henkilön tai agentin toimintaa jonkin tavoitteen toteuttamiseksi. Kerronnallisessa tutkimuksessa päämäärä selviää tai vahvistuu jälkikäteen (eli retrospektiivisesti). Knud Illeris (2008) kirjoittaa Wengeriä (1998) lainaten käytäntöyhteisöistä: "For individuals, [understanding and supporting learning] means that learning is an issue of engaging in and contributing to the practices of their communities (….) Learning in this sense is not a separate activity (….) [S]ituations that bring learning into focus are not necessarily those in which we learn most, or most deeply. The events we can point to are perhaps nore like volcanic eruptions whose fiery bursts reveal for one dramatic moment the ongoing labour of the earth." (Illeris 2008, 213) ”Identity politics��are politicalarguments that focus upon the interest and perspectives of groups that people identify with. Identity politics includes the ways in which people's politics may be shaped by aspects of their identity through loosely correlated social organizations. Examples include social organizations based on race, class, religion, gender, ethnicity, ideology, nation, sexual orientation, culture, information preference, history, musical or literary preference, medical conditions, professions or hobbies. Not all members of any given group are necessarily involved in identity politics.” (http://en.wikipedia.org/wiki/Identity_politics)
• #25: Stebbins (1995, 3): "Briefly, serious leisure can be defined as the systematic pursuit of and amateur, hobbyist, or volunteer activity that is sufficiently substantial and interesting for the participant to find a career there in the acquisition and expression of its speacial skills and knowledge."