Learning and teaching narrative inquiry : travelling in the Borderlands / edited by Sheila Trahar.

Format:

Book

Contributor:

Trahar, Sheila.

Series:

Studies in narrative ; v. 14.

Studies in narrative (SiN) ; v. 14

Language:

English

Subjects (All):

Education--Research--Methodology.

Education.

Narrative inquiry (Research method).

Learning--Research--Methodology.

Learning.

Multicultural education--Cross-cultural studies.

Multicultural education.

Education and globalization.

Physical Description:

1 online resource (184 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2011.

Language Note:

English

Summary:

In the final chapter of this volume, the authors refer to the "pedagogical vantage points offered by narrative inquiry", an apt comment that encapsulates the volume's purpose and its spirit. As an increasing number of people throughout the world - and from a broad range of disciplines - are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.

Contents:

Learning and Teaching Narrative Inquiry

Editorial page

Title page

LCC data

Table of contents

Chapter 1

Introduction

1. Gathering writers

2. The chapters

3. Journey's end - or beginning other journeys?

References

Chapter 2

Interfaces in teaching narratives

1. Introduction

2. Thinking about narrative data (Molly Andrews)

3. What is narrative (research)? (Corinne Squire)

4. Narrative phenomena, narratable selves (Maria Tamboukou)

5. Conclusion

Chapter 3

Becoming a narrative inquirer

2. It matters how we begin

3. Learning to think narratively

4. Bookends: The centrality of story

5. Learning to become narrative inquirers through storytelling, response and dialogue

6. Composing works-in-progress

7. Last class … new beginnings

Appendix

EDES 601. Narrative and story in research and curriculum studies

Course outline

Readings

Chapter 4

The circle game

2. Telling identity stories - "cultural identity - personal and professional"

3. From stories to learning texts - wisdom of practice 1

4. From learning texts to self-study - wisdom of practice 2

5. Linking up the circles

Chapter 5

Teaching narrative inquiry in the Chinese community

1. Different development of narrative inquiry in three Chinese communities

1.1 In Taiwan

1.2 In Mainland China

1.3 In Hong Kong

2. Application of narrative inquiry in teacher education in Hong Kong

2.1 Narrative inquiry as a research tool

2.2 Teaching of narrative inquiry as a research tool

2.3 Narrative inquiry as a medium for professional development

2.4 Teaching of narrative inquiry as a medium for professional development

2.5 Narrative inquiry as a strategy of teaching.

2.6 Teaching of narrative inquiry as a teaching strategy

3. Core value of narrative inquiry: A narrative way of thinking

4. Thorny problems in adopting a narrative approach

5. Concluding remarks

References published in Chinese

Chapter 6

Multicultural and cross-cultural narrative inquiry

2. Two narratives of the evolution of learning and teaching narrative inquiry

2.1 JoAnn's narrative

2.2 Yuxiang's narrative

3. Questions and responses

Conundrums and challenges

4. Role of the researcher

4.1 Interpretation in the inquiry

4.2 Truth in inquiry

5. The impact of context

5.1 Historical context

5.2 Minority policy context

5.3 School and curriculum context

6. The role of theory

6.1 The infusion of postcolonial theory

6.2 The infusion of multicultural education theory

7. Representation

8. Reflection on learning and teaching multicultural, cross-cultural narrative inquiry

8.1 The necessity for critical self-examination

8.2 The necessity for rigorous methods

8.3 The necessity for careful interpretation and representation

9. Summary

Chapter 7

Scrapbooks and messy texts

1. Approaching and critically inhabiting narrative inquiry spaces

2. Time for inquiry

Chapter 8

Many more than two of us

1. Introduction to the masters and context of workshop on narrative constructionist research

2. Epistemological, ontological and methodological focus of the workshop

3. What is worthwhile talking about in such a short workshop?

4. Description of the activity

5. Deconstructing the authentic story

6. Opening comments: Convincing people 'of what' and 'for what?'

7. Denaturalizing the position of the narrative inquirer as storyteller

8. Does it matter?

Chapter 9.

Burt's story reminded me of my grandmother'

2. Doctoral research training

3. The reflecting team

4. Learning and reflection

5. Back to teaching narrative data analysis

5.1 Choosing the text

5.2 Teaching narrative data analysis: The day dawns …

5.3 The first conversation

5.4 The reflecting teams: My perspective

6. A conversation about conversations

7. Conclusion - innovation in teaching methods?

The reflecting team process

Chapter 10

Negotiating intercultural academic careers

2. Self-study for reflecting on academic professionalization

2.1 Analytic method

3. Recounting the first narrative

4. Analysis of story 1

5. Recounting the second narrative

6. Analysis of case Story 2

7. Summary

8. Utilizing narratives as intercultural pedagogy

9. Conclusion

Contributors

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786613222589

9781283222587

1283222582

9789027286789

9027286787

OCLC:

746209440