This book analyses how narrative fictions can be used by faculty and staff in the teaching of professionals in higher education. As professional life becomes ever more demanding, this book draws together the work of researchers and practitioners who have explored the tremendous impact that narrative fictions - novels, short stories, drama and poetry - can have on development. The editors and contributors posit that fiction can help professionals imagine new ways of being, reinvent their roles and tackle problems without a road map. Using fiction can also provide a safe place for the exploration of ethics and decision making, as well as furnishing tools for the development of empathy and engagement by offering vicarious experiences of drastically different lives and situations. A medium that by its very nature contains a multiplicity of interpretations, using fiction in professional education can enhance the education of professionals working in a range of disciplines, including health,education, social care, law and science.
Auflage
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
1
3 farbige Abbildungen, 1 s/w Abbildung
XV, 251 p. 4 illus., 3 illus. in color.
Maße
Höhe: 216 mm
Breite: 153 mm
Dicke: 20 mm
Gewicht
ISBN-13
978-3-030-17692-1 (9783030176921)
DOI
10.1007/978-3-030-17693-8
Schweitzer Klassifikation
Christine Jarvis is Professor of Adult Education at the University of Huddersfield, UK. Her research interests combine literary studies, cultural studies and education, and she has published widely on the impact of literature upon student worldviews and children's and young adult fiction.
Patricia Gouthro is Professor in Graduate Studies in Lifelong Learning at Mount Saint Vincent University, Canada. Her research interests focus on adult and higher education and she has published extensively on lifelong learning and fiction writing.
Chapter 1. The educational power of fiction: an interdisciplinary exploration; Christine Jarvis.- Chapter 2. Using fictional characters to challenge ageist assumptions and negative stereotyping in affective domain learning; Catherine Hayes.- Chapter 3. Fictionalised stories co-produced with disadvantaged children and young people: Uses with professionals; Candice Satchwell.- Chapter 4. Enhancing e-learner engagement by using narrative fiction in online nursing and health discipline courses; Beth Perry, Margaret Edwards and Katherine Janzen.- Chapter 5. Using Harry Potter to enhance the critical appreciation of law or questioning whether the rule of law is as much a reality as the crumple horned snorcack; Samantha Halliday in conversation with Christine Jarvis.- Chapter 6. Tales from the Butterfly Café: Imagined dialogues with fictional characters for research and practice; Randee Lipson Lawrence.- Chapter 7. The use of a book club to enhance science literacy and understanding of infectious disease epidemiology; Joanne Verran.- Chapter 8. Understanding social media learning through post-modern literature; Cheryl Reynolds.- Chapter 9. Educating professionals to think critically and creatively: Using fiction to teach in professional studies; Patricia Gouthro.- Chapter 10. Shape-shifting and stories: Professionalism and education with Dr. Who; Ann Harris.- Chapter 11. Fairy tale endings; Christine Jarvis and Patricia Gouthro
