Learning and Teaching Narrative Inquiry
Travelling in the Borderlands
1st Edition
Published on 9. August 2011
VI, 178 pages
978-90-272-8678-9 (ISBN)
Description
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.
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Content
Table of contents
Introduction: Travelling in the borderlands or a story of not quite fitting in
Sheila Trahar
Interfaces in teaching narratives
Molly Andrews, Corinne Squire and Maria Tamboukou
Becoming a narrative inquirer: Learning to attend within the three-dimensional narrative inquiry space
D. Jean Clandinin, Janice Huber, P. Steeves and Yi Li
The circle game: Narrative inquiry as a way of life in ACE, a teacher education programme
Ariela Gidron, Bobbie Turniansky, Smadar Tuval, Ruth Mansur and Judith Barak
Teaching narrative inquiry in the Chinese community: A Hong Kong perspective
Yu Wai Ming and Lau Chun Kwok
Multicultural and cross-cultural narrative inquiry: Conversations between advisor and advisee
JoAnn Phillion and Yuxiang Wang
Scrapbooks and messy texts: Notes towards sustaining critical and artful narrative inquiry
Malcolm Reed and Jane Speedy
Many more than two of us: Denaturalizing the positions of speech and writing in a narrative constructionist research workshop
Veronica Larrain
'Burt's story reminded me of my grandmother': Using a reflecting team to facilitate learning about narrative data analysis
Sheila Trahar
Negotiating intercultural academic careers: A narrative analysis of two senior university lecturers
Meeri Hellstén and Katrin Goldstein-Kyaga
Contributors
Introduction: Travelling in the borderlands or a story of not quite fitting in
Sheila Trahar
Interfaces in teaching narratives
Molly Andrews, Corinne Squire and Maria Tamboukou
Becoming a narrative inquirer: Learning to attend within the three-dimensional narrative inquiry space
D. Jean Clandinin, Janice Huber, P. Steeves and Yi Li
The circle game: Narrative inquiry as a way of life in ACE, a teacher education programme
Ariela Gidron, Bobbie Turniansky, Smadar Tuval, Ruth Mansur and Judith Barak
Teaching narrative inquiry in the Chinese community: A Hong Kong perspective
Yu Wai Ming and Lau Chun Kwok
Multicultural and cross-cultural narrative inquiry: Conversations between advisor and advisee
JoAnn Phillion and Yuxiang Wang
Scrapbooks and messy texts: Notes towards sustaining critical and artful narrative inquiry
Malcolm Reed and Jane Speedy
Many more than two of us: Denaturalizing the positions of speech and writing in a narrative constructionist research workshop
Veronica Larrain
'Burt's story reminded me of my grandmother': Using a reflecting team to facilitate learning about narrative data analysis
Sheila Trahar
Negotiating intercultural academic careers: A narrative analysis of two senior university lecturers
Meeri Hellstén and Katrin Goldstein-Kyaga
Contributors
