Decision-making in narrative inquiry in education: ethical gathering, transcription, validation and analysis of lived experiences

The ontological journey of undertaking a narrative inquiry in education highlights methodological decisions towards the lived experiences within the context of uncertainty. Drawing on stories from my doctoral autobiographical narratives, this article reflects on how my life intertwined with the study's aims, participants, and research contexts. The article reflects on the ontological processes encountered and the decisions made in my narrative doctoral research project. Emphasizing Dewey's dynamic concept of experience, it underscores the ethical debate on gathering, transcription, validation, and analysis of lived experiences in an arts-based narrative inquiry in education. It discusses the research's conceptualization, design, and implementation, blending autobiographical findings with literature to address ethical challenges. The findings reveal stories of desire, passion, love, and freedom, illustrating the evolving understanding of the researcher. These insights highlight the methodological and ethical complexities faced by early-career scholars and argue for flexibility as central to ethical decision-making in narrative inquiry. This article seeks to make an ethical and creative contribution to methodological approaches in educational research.