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Narrative Ecologies: Teachers As Pedagogical Toolmakers
by Keith TurveyIn recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the p
Narrative, Identity, and Academic Community in Higher Education (Routledge Research in Higher Education)
by Brian Attebery John Gribas Mark K. McBeth Paul Sivitz Kandi Turley-AmesGrounded in narrative theory, this book offers a case study of a liberal arts college’s use of narrative to help build identity, community, and collaboration within the college faculty across a range of disciplines, including history, psychology, sociology, theatre and dance, literature, anthropology, and communication. Exploring issues of methodology and their practical application, this narrative project speaks to the construction of identity for the liberal arts in today’s higher education climate. Narrative, Identity, and Academic Community focuses on the ways a cross-disciplinary emphasis on narrative can impact institutions in North America and contribute to the discussion of strategies to foster bottom-up, faculty-driven collaboration and innovation.
Narrative Inquiries from Fulbright Lecturers in China: Cross-Cultural Connections in Higher Education
by Shin Freedman Pat Munday Jeannette W. CockroftThis collection of nine Fulbright educators’ narrative accounts examines how these scholars navigated their teaching responsibilities with students, time with fellow colleagues, and cultural expectations in China, ranging from experience in teaching arts and government to questions of religion, emotional literacy, and urban infrastructure. With these contributions, authors analyze their own expectations against their actual experiences in order to offer insights for scholars and students of study abroad programming. As a roadmap for negotiating China’s higher education network and for taking advantage of any cross-cultural educational environment, this book highlights the type of fruitful educational programming that can come from cultural, historical, economic, and political difference.
Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well
by Daniel R. Meier Stephanie Sisk-HiltonAs top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children’s passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book’s chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children’s learning.
Narrative Inquiry into Language Teacher Identity: ALTs in the JET Program (Routledge Research in Language Education)
by Takaaki HiratsukaThis book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs’ experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time, and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe.
Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese Perspective (Intercultural Reciprocal Learning in Chinese and Western Education)
by Yuhua BuThis edited volume explores how Chinese school-based educators learn from others and attain awareness in dialogue with the world in an era of increasing globalization and information exchange. Minzhu Primary School in Shanghai, China, and Bay Street School in Toronto, Canada, have been connected as sister schools of cross-cultural exchange since 2008. Together, they have explored ways to reciprocally learn in a cross-cultural partnership while remaining grounded in their home culture and language. In this book, chapter authors examine how Chinese school-based educators view themselves, understand others, and grow and develop as a consequence of a decade of cross-cultural reciprocal learning as sister schools. Further, the authors discuss prospects for future educational interactions between Canada and China.
Narrative Intervention Programme
by Victoria JoffeThis book improves the understanding and telling of stories in secondary school students and young adults. Specifically designed for older children and young adults, this practical language programme was created by a specialist speech & language therapist with input from secondary school teachers and students. It focuses on enhancing the understanding and expression of stories in students aged from 8 to 18 with language and communication difficulties, and aims to: create an awareness of how storytelling can be used to enhance learning in school and social interactions in school and home environments. It facilitates storytelling. It enhances the joy and enjoyment in telling stories. It identifies different types of narratives and provide examples for each type. It encourages effective listening and attention skills. It examines different means of making story production more interesting through vocal variety, body language and print. It encourages the use of the story planner in planning and structuring essays in the classroom and for homework. Dr Victoria Joffe is a specialist speech and language therapist and senior lecturer in developmental speech, language and communication impairments in the Department of Language and Communication Science at City University, London. Victoria runs various workshops for PCT's, LEA's and schools on child speech disorder, evidence based practice in speech and language therapy and collaborative practice in education and provides training for therapists and teaching staff on working with children and young adults with speech, language and communication needs in education. Victoria is currently involved in a large scale intervention project funded by the Nuffield Foundation on enhancing language and communication in secondary school children with language impairments on which this programme is based.
Narrative Learning: Life History And Learning (Counterpoints Ser. #386)
by Ivor F. Goodson Gert Biesta Michael Tedder Norma AdairWhat is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.
Narrative Life: Democratic Curriculum and Indigenous Learning
by Neil HooleyWritten with educational practitioners in mind and set in a framework of progressive epistemology and pedagogy, this work tackles issues of global concern. It seeks to answer the question of how we structure education for the world's 370 million indigenous people so as to promote intercultural understanding, maximize opportunity and right colonial wrongs. Hooley's work details an innovative curriculum design for indigenous school children based on the principles of participatory narrative inquiry, as well as exemplars of indigenous knowledge. Written from an Australian perspective, the book discusses broad international issues that impact on schooling such as globalisation, democratic education and whiteness and raises significant questions regarding indigenous culture and knowledge. Taking inspiration from the works of John Dewey and Paulo Freire, Hooley asserts that a curriculum based on participatory narrative inquiry recognises and respects the interests and rights of local Indigenous communities. Further, it provides a mechanism for linking with white mainstream curricula through the compilation of portfolios of student work and exemplars of knowledge across all subjects areas. This model views formal schooling as a central aspect of a child's personal, family and community narrative and does not impose knowledge from without, but constructs knowledge from within. Learning is given an indigenous context and thus two-way inquiry between cultural viewpoints is encouraged. Narrative Life makes an original contribution to Indigenous education worldwide, and does so across all settings of primary and secondary schooling.
Narrative Matters: Teaching History through Story
by Dr Grant Bage Grant BageIn recent years there has been a massive revival of interest internationally in what story can offer to education. This book covers a range of issues at the heart of teaching history, such as the use of talk, the pitfalls of narrative as a pedagogical tool, translating curriculum content into lessons, story telling and story making. It also questions what it means to teach, the difficulties for teachers of remaining constructively critical of policy, and their own practice, during periods of national legislation and change.
Narrative Policy Analysis
by Theory PracticeNarrative Policy Analysis presents a powerful and original application of contemporary literary theory and policy analysis to many of today's most urgent public policy issues. Emery Roe demonstrates across a wide array of case studies that structuralist and poststructuralist theories of narrative are exceptionally useful in evaluating difficult policy problems, understanding their implications, and in making effective policy recommendations. Assuming no prior knowledge of literary theory, Roe introduces the theoretical concepts and terminology from literary analysis through an examination of the budget crises of national governments. With a focus on several particularly intractable issues in the areas of the environment, science, and technology, he then develops the methodology of narrative policy analysis by showing how conflicting policy "stories" often tell a more policy-relevant meta-narrative. He shows the advantage of this approach to reading and analyzing stories by examining the ways in which the views of participants unfold and are told in representative case studies involving the California Medfly crisis, toxic irrigation in the San Joaquin Valley, global warming, animal rights, the controversy over the burial remains of Native Americans, and Third World development strategies. Presenting a bold innovation in the interdisciplinary methodology of the policy sciences, Narrative Policy Analysis brings the social sciences and humanities together to better address real-world problems of public policy--particularly those issues characterized by extreme uncertainty, complexity, and polarization--which, if not more effectively managed now, will plague us well into the next century.
Narrative Soundings: An Anthology of Narrative Inquiry in Music Education
by Sandra L. Stauffer Margaret S. BarrettThis volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research. This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors' first volume in Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively.
Narrative Theorie in der Praxis der klinischen Sozialarbeit
by John P. McTigheDieser Theorie-Praxis-Leitfaden bietet Psychiatrie-Erfahrenen einen leistungsstarken erzählbasierten Ansatz für die Arbeit mit Klienten in der klinischen Praxis. Es beginnt mit einer Einführung in die zeitgenössische Erzähltheorie und bietet einen soliden Rahmen, der auf der Kunst und den Techniken des Zuhörens basiert, um ein tieferes und sinnvolleres Verständnis und Eingreifen zu ermöglichen.Die Kapitel vertiefen diese grundlegenden Konzepte, indem sie sie auf eine Vielzahl von Bevölkerungsgruppen und Themen anwenden, darunter Rasse und ethnische Zugehörigkeit, menschliche Sexualität, Immigration und die Erfahrung von Trauma, Trauer und Verlust. Die einnehmende Stimme des Autors, der durchdachte pädagogische Stil und der umfangreiche Einsatz von Beispielen und Übungen tragen dazu bei, dass der Leser seine eigene Geschichte von Wachstum und Selbsterkenntnis erzählt.Zu den Themen gehören:- Begegnung mit dem Selbst, Begegnung mit dem Anderen: Erzählungen über Rasse und Ethnizität.- Gemeinsam überleben: individuelle und gemeinschaftliche Erzählungen nach einer Tragödie.- Spirituelle Geschichten: Erkundung der letzten Bedeutung in der Praxis der Sozialarbeit.- Sexuelle Geschichten: Erzählungen über sexuelle Identität, Geschlecht und sexuelle Entwicklung.- Die Heimat verlassen, die Heimat finden: narrative Praxis mit Migrantengruppen.- Weitergehen: Narrative Perspektiven auf Trauer und Verlust. Narrative Theorie in der Praxis der klinischen Sozialarbeit richtet sich sowohl an Studierende als auch an erfahrene Sozialarbeiterinnen und Sozialarbeiter sowie an Fachleute und Praktikerinnen und Praktiker in verwandten klinischen Bereichen, die daran interessiert sind, ihre Arbeit mit einem narrativen Ansatz zu untermauern.
Narrative Therapy with Spanish Speakers: Creative Bilingual Strategies for Individual, Family, and Group Sessions
by Roberto Swazo Noelany PelcNarrative Therapy with Spanish Speakers provides counselors, social workers, and other mental health professionals with a variety of culturally responsive bilingual activities developed for use with clients of all ages. Each short chapter covers topics such as fear, acceptance, and trust; the chapters also employ short fictions, sayings, and quotes, all in both Spanish and English, that professionals can share directly with clients. Additional materials on the book’s website include audio resources for both counselors and clients, and the book is replete with icons and guides to help counselors quickly find relevant material.
The Narrative Writing Toolkit: Using Mentor Texts in Grades 3-8
by Sean RudayIn order for students to write effective narratives, they need to read good narratives. In this practical book, you’ll find out how to use mentor texts to make narrative writing instruction more meaningful, authentic, and successful. Author Sean Ruday demonstrates how you can teach elementary and middle school students to analyze the qualities of effective narratives and then help them think of those qualities as tools to improve their own writing. You’ll learn how to: Introduce your students to the key features of a successful narrative, such as engaging the reader, organizing an event sequence, and crafting a strong conclusion. Assess students’ writing by evaluating the specific attributes of an effective narrative. Make narrative writing an interactive, student-driven exercise in which students pursue their own writing projects. Use mentor texts to help students learn the core concepts of narrative writing and apply those skills across the curriculum. Encourage students to incorporate technology and multimedia as they craft their narratives. The book is filled with examples and templates you can bring back to the classroom immediately, as well as an annotated bibliography with mentor text suggestions and links to the Common Core. You’ll also find a study guide that will help you use this book for professional development with colleagues.Bonus: Blank templates of the handouts are available as printable eResources on our website (http://www.routledge.com/9781138924390).
Narratives and Reflections in Music Education: Listening to Voices Seldom Heard (Landscapes: the Arts, Aesthetics, and Education #28)
by Tawnya D. Smith Karin S. HendricksThis volume offers chapters written by some of the most respected narrative and qualitative inquiry writers in the field of music education. The authorship and scope are international, and the chapters advance the philosophical, theoretical, and methodological bases of narrative inquiry in music education and the arts. The book contains two sections, each with a specific aim. The first is to continue and expand upon dialogue regarding narrative inquiry in music education, emphasizing how narrative involves the art of listening to and hearing others whose voices are often unheard. The chapters invite music teachers and scholars to experience and confront music education stories from multiple perspectives and worldviews, inviting an international readership to engage in critical dialogue with and about marginalized voices in music. The second section focuses on ways in which narrative might be represented beyond the printed page, such as with music, film, photography, and performative pieces. This section includes philosophical discussions about arts-based and aesthetic inquiry, as well as examples of such work.
Narratives and Strategies for Promoting Indigenous Education: Empowering Teachers and Community in the Zuni Pueblo
by Marjori Krebs Cheryl A. TorrezThis book describes the experiences of students, educators, and community members living in the Zuni Pueblo and working to integrate Indigenous language, culture, and history in in the Zuni Pueblo schools. Aimed at teacher education faculty seeking to work in collaborative relationships with Indigenous populations, this volume offers a first-hand account of the challenges and opportunities surrounding the preservation of Indigenous culture in pre-K-12 curriculum and instruction. Featuring a range of perspectives from within a tribal educational institution, this book demonstrates the possibilities for successful partnerships between Indigenous schools and Western systems of education.
Narratives from the Nursery: Negotiating professional identities in early childhood
by Jayne OsgoodThis accessible and timely book builds upon and contributes to ongoing debates surrounding professionalism in the early years workforce. In a sector where policy is rapidly changing, Jayne Osgood challenges existing assumptions concerning professional identities and questions what broader lessons might be learnt about race, ethnicity, social class
Narratives in Early Childhood Education: Communication, Sense Making and Lived Experience (Routledge Research in Early Childhood Education)
by Susanne Garvis Niklas PramlingOver the past few decades, a growing body of literature has developed which examines children’s perspectives of their own lives, viewing them as social actors and experts in their understanding of the world. Focusing specifically on narratives, this unique and timely book provides an analysis of these new directions in contemporary research approaches to explore the lived experiences of children and teachers in early childhood education, in addition to presenting original research on children’s narratives. The book brings together a variety of well-regarded international researchers in the field to highlight the importance of narrative in young children’s development from local and global perspectives. While narrative is clearly understood within different countries, this is one of the first texts to build an international understanding, acknowledging the importance of culture and context. It presents up-to-date research on the latest research methods and analysis techniques, using a variety of different approaches in order to critically reflect on the future for narrative research and its insights into early childhood education Narratives in Early Childhood Education will be of interest to postgraduate students, academics and researchers in early childhood education, as well as early childhood professionals, government policy makers and early childhood organisations and associations.
Narratives of Architectural Education: From Student to Architect (Routledge Research in Architecture)
by James ThompsonNarratives of Architectural Education provides an overview of life as an architecture student, detailing how a layperson may develop an architectural identity. This book proposes becoming an architect as a personal narrative of professional development structured around various stages and challenges associated with identity transformation. Using a case study of aspiring architects along multiple time points of their professional education, Thompson investigates the occupational identity of architects; how individuals construct a sense of themselves as future architects and position themselves within the architectural community. This book provides previously unexamined insights into not just the academic development of an architect, but also the holistic and experiential aspects of architectural education. It would be ideal for those in the educational field of architecture, to include students, educators, interns, and mentors.
Narratives of Doctoral Studies in Science Education: Making the transition from educational practitioner to researcher (Routledge Research in Higher Education)
by Shirley Simon Ilka Parchmann Christina OttanderThis book explores the ways in which small scale research studies arise from issues of practice, and how they are conceptualised, theorised and implemented using a variety of methodological approaches and frameworks. The narratives written by thirteen doctoral students tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher. Considering case studies from the UK, Sweden and Germany, chapters seek to investigate and inform others about how doctoral students solved individual and typical problems linking practice and research. Each methodological journey highlights and illustrates the iterative and cyclic nature of research, and the normality of the process of going back and forth between data and theory, making changes of direction as research proceeds. The book includes frameworks for combining research, theory and practice, drawing from the methodological decisions and conclusions each contributor made to develop their own practice oriented research. Narratives of Doctoral Studies in Science Education will be key reading for researchers and academics in the fields of educational research, science education, research methods and higher education, as well as masters and doctoral students undertaking their own research projects.
Narratives of Educational Leadership: Representing Research via Creative Analytic Practices (Educational Leadership Theory)
by Denise MifsudThis book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments. It focuses on presenting different readings of educational leadership via distinct theoretical and methodological applications. It takes forward the idea of critical leadership studies and uses creative analytic practices to present layered readings of educational leadership.The book offers leadership studies dealing with various education settings across a wide spectrum with international perspectives. It provides examples of educational narratives through somewhat unconventional modes of representation. This book is beneficial to readers interested in the study of educational leadership and using qualitative methodologies in educational research.
Narratives of Hope and Grief in Higher Education
by Stephanie Anne Shelton Nicole SiebenThis collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.
Narratives of Marginalized Identities in Higher Education: Inside and Outside the Academy (Routledge Research in Higher Education)
by Santosh Khadka Joanna Davis-McElligatt Keith DorwickThis book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students. The chapters in this volume explore the ways in which marginalized identities fundamentally shape and impact the academic experience; thus, the contributors in this collection demonstrate how academic outsiderism works both within the confines of their college or university systems, and a broader matrix of community, state, and international relations. With an emphasis on the inherent intersectionality of identity positions, this book addresses the broad matrix of ways academics navigate their particular locations as marginalized subjects.
Narratives of Nation-Building in Korea: A Genealogy of Patriotism
by Sheila Miyoshi JagerThis book offers new insight on how key historical texts and events in Korea's history have contributed to the formation of the nation's collective consciousness. The work is woven around the unifying premise that particular narrative texts/events that extend back to the premodern period have remained important, albeit transformed, over the modern period and into the contemporary period. The author explores the relationship between gender and nationalism by showing how key narrative topics, such as tales of virtuous womanhood, have been employed, transformed, and re-deployed to make sense of particular national events. Connecting these narratives and historic events to contemporary Korean society, Jager reveals how these "sites" - or reference points - were also successfully re-deployed in the context of the division of Korea and the construction of Korea's modern consciousness.