Narrative inquiry as a research method has a long history in the field of education. It is employed for investigating educational experiences acquired by the research subjects in a particular social, cultural and historical context. Narrative inquiry asserts the premise that an individual life is built of the social, cultural and historical processes which can be explored by uncovering the experiences inherited into their storied life. If their life stories are brought forth and their experiences are unfolded, then the meaning through which they live their life can be explored. In this sense, narratives in a narrative inquiry research deserve pedagogic status. In this context, I argued that storying self-other experiences in the context of party schooling in Nepal can serve as a part of narrative inquiry. Therefore, the purpose of this paper is to portray the technique of storing self-other experiences and its significance in my PhD research in relation to party schooling in Nepal. I conclude in the paper that there can be three different phases for constructing and/or developing narratives out of self-other experiences. The phases that a narrative researcher come across are: (a) onset of storing self-other experiences, (b) living with the stories of self-other experiences and (c) developing narratives out of self-other experiences. These phases can help a narrative researcher to give a holistic meaning of the self-other stories reflecting the way they perceive, understand, act and behave in the world around them.
Keywords: narratives and narrative inquiry, storing experiences
