Abstract
ABSTRACT This paper presents a performance text, crafted by university researchers and teachers from a primary school in China. The “embodied narrative” is explored as theory, method, practice, event, and action within this collaborative inquiry. Through vignettes, we delve into the positionalities of teachers and teacher educators, highlighting the fluidity between participant, researcher, and performer roles. Our endeavor challenges the dominance of textualism in educational research, emphasizing “culture as performance” and “practice as research.” This embodied narrative approach allows teachers and teacher educators to bridge theoretical and practical divides, merge personal and public realms, and take proactive actions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
