Search results for: Storytelling
Page 2/3 24 items
This article brings together two sources previously cut off from one another, the narrative inquiry research method and the digital storytelling approach, to inform how the live research projects became represented. This meta-level ‘inquiry into inquiry’ traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned.
Updated: Mar. 24, 2013
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Updated: Jun. 26, 2012
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Updated: Nov. 03, 2011
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Updated: Jul. 05, 2011
In this article, the authors offer a theoretical framework, drawn from Judith Butler's politics of the performative and Adriana Cavarero's narrative relations, for understanding the dynamics of using narratives of practice in teacher education. The authors conclude that by understanding the irresolvable tension of desire to have one’s story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.
Updated: Nov. 28, 2010
Much of what has been written about the Professional Development School (PDS) experience consists of recounting personal experiences. In this article, the author draws on mythology, folklore, psychology and literature. The author suggests that effective storytelling can serve the same function in nurturing PDS culture as it does in the maintenance of culture in general.
Updated: Aug. 03, 2010
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Updated: Jun. 13, 2010
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
The paper focuses on oral storytelling and transformation through the significance of the liminal zone as thresholding.The author offers moment by moment insight into a process that weaves together memory, intellect, the emerging-at-each-instant, and the dying-to-each-moment that must occur for the storyteller, and hence for the story-listeners, as the story is enacted and embodied.
Updated: Oct. 22, 2008
This article introduces conversations and stories as data which I reproduced in response to the research questions, dreams, memory work and collective biography workshops with my participants. The article rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research.
Updated: Oct. 22, 2008