Search results for: Narratives
Page 4/5 42 items
The article outlines how a theory of narrative can be used to deconstruct qualitative research texts. The authors’ goals in this article are twofold: First, the authors consider qualitative research within the framework of narrative. Second, the authors examine the ways in which narrative constructs can be used in teaching qualitative research. Although research texts are a distinct genre in comparison with works of fiction, the basic components of literary activity are similar. The authors discuss how the concepts of the narrative analysis can be used to teach qualitative research methods.
Updated: May. 09, 2010
In this article, the author discusses some common themes found in her experiences as a Latina undergraduate student. During the summer of 2008, the author conducted fieldwork in a rural town in Mexico. The author discusses her experience as the only Latina student on this trip which were similar to those discussed by Latina scholars. The author considers the pros and cons of being an insider and an outsider to a rural town in Mexico, the use of Latinos as cultural brokers while denying their contributions as social scientists, and the blame she experienced for her lack of adjustment.
Updated: Mar. 02, 2010
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach.
Updated: Jan. 12, 2010
Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
Updated: Dec. 14, 2009
'Teachers Are Meant to be Orthodox': Narrative and Counter Narrative in the Discursive Construction of 'Identity' in Teaching
This article examines a counter narrative of entry into the teaching profession. It shows how the construction of one teacher's identity is presented as a biographical narrative that he assumes to be at odds with an 'orthodox' narrative of becoming a teacher. The article offers an interpretation of the personal narrative, told as counter to an assumed 'orthodox' story of entry into teaching.
Updated: Aug. 31, 2009
In this article, the authors present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. The aim was to break down stereotypes and build more nuanced understandings among the next generation of citizens in each of the two states in the region. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms.
Updated: May. 25, 2009
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Updated: Oct. 27, 2008
The article describes experiences on narrative inquiry and memoirs for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood educators represent and understand key experiences and influences in their personal and professional lives.
Updated: Sep. 04, 2008
Ukrainian internal conflict was the topic of this article. Researchers examined students' psychological process, and gender differences reflected the enhanced difference in teachers' education. Students and teachers must recognize the effects of socialization on their analysis and response to an extreme social situation.
Updated: Jun. 24, 2008
Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives
Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on 'heroes' through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them.
Updated: Mar. 02, 2008