Collaborative Narrative Research Articles

Quyền Văn Minh and the Birth of Vietnamese Jazz

ABSTRACTWritten in the form of a collaborative narrative, this paper is an account of the live concert at the Hà Nội Opera House on 12 April 1994, an important chapter in the story of Quyền Văn Minh and jazz in modern day Vietnam. Quyền Văn Minh had earlier brought jazz to the public sphere in socialist Vietnam with two groundbreaking concerts in 1988 and 1989. For this solo concert in 1994, Quyền Văn Minh premiered three of his original jazz compositions. Each tune was inspired by the sounds of different ethnic folk music Minh heard during his travels as a musical cadre in socialist Vietnam during the 1970s and 1980s. Minh wrote original melodies and made room for improvization in his compositions to tell the stories he had in mind with his music. With this performance, Minh stamped his mark as the pioneer bona fide jazz musician in the early Đổi Mới years of Vietnam. More significantly, a new genre of sounds in the form of Vietnamese jazz was born that evening. This paper is part of a larger book project on the life story of Quyền Văn Minh and the story of jazz in Vietnam under the socialist state.

Evolutions of Carpe Diem for learning design

This paper presents a comparative case study from two UK universities that contextualises their use of the Carpe Diem Learning Design methodology. The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University, and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton. It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to an ongoing collaborative narrative around the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.

The influence of collaborative language learning on cognitive control in unbalanced multilingual migrant children

In this study, (N62) 5- to 6-year-old English monolingual and unbalanced multilingual children attending public primary school education in Scotland became involved in collaborative Narrative Format (Taeschner, 2005) modern language activities in Spanish, both at school and at home. These activities were redesigned and adapted to serve as a quasi-experimental tool to provide a highly structured and intense linguistic input. The main purpose was to explore whether cognitive advantages previously found in balanced bilinguals and second-language-learning monolingual children involved in language immersion programmes could be extended to different types of beginning language learners in a non-immersion context. Depending on the monolingual vs bilingual ratios of children in the classroom, we distinguished between homogeneous groups (characterised by a ratio of 95% of first-language English-language monolinguals) and heterogeneous groups (children from both Scottish and migrant homes in roughly equal proportions). Using a standard task of early cognitive control, we found not only that unbalanced multilinguals perform above chance but also that there was a developing trend of enhanced performance for monolinguals learning languages in the heterogeneous groups. This suggests that not only the length of exposure and intensity of input but also the social classroom environment where children develop their language skills may also play an important role in the effects of bilingualism on executive functions.

PERCEPCIÓN DOCENTE DEL DESARROLLO EMOCIONAL Y CREATIVO DE LOS ESCOLARES DERIVADO DEL DISEÑO COLABORATIVO DE DIGITAL STORYTELLING

Collaborative digital storytelling design can become an effective strategyto promote multiple abilities and competences in schoolchildren, providingthem the opportunity to create their own stories, using digital tools. Morespecifically, this research verifies: a) the change perceived by instructorsregarding emotional and creative development reached by preschool and primary students (N=282), after taking part in a collaborative digital storytelling project, supported by the Education Department; b) the level of emotional and creative expression showed in the final stories. The descriptive analysis shows the qualitative teachers’ assessment related to the change perceived in emotional and creative abilities level developed by the students, making use of 13 qualitative indicators. Afterwards, the level of emotional and creative expression of the stories created (N=14) is analysed by means of an expert evaluation. The results point out that –according instructors’ opinion– this digital collaborative narrative has fostered emotional abilities in preschool children. However, girls stand out because they empathise and carry about others, and achieve what they resolve to do. Likewise, taking into account their emotional abilities, girls adapt better to new situations and identify and resolve problems creatively. Similarly, primary girls stand out because of their emotionaland creative development, and higher stages students show a greaterempathy, caring about other people, critical thinking and aesthetic sensibility.After analyzing the final stories, the experts recognise that all of them show originality and adequacy to its purpose. Nevertheless, they are mainly logo centric whilst their emotional impact is reduced. They point out the characters’ persuasive power and their ability to generate empathy, especially in Primary Education. It can be stated that the topics, the audiovisual techniques adopted and the collaborative performance provided a suitable environment to practise emotional and creative abilities.

Individual and Team Creativity: An Interactionist Examination of Creativity in Different Contexts

Research on individual and team creativity in organizations puts a premium on understanding the factors influencing creativity at work. There is growing evidence showing that a better understanding of creativity can be achieved by simultaneously considering the influence of both individual differences and the context in which the individual is embedded. To advance this body of literature, this symposium consists of four papers that use the interactionist perspective to investigate personal and team characteristics and context as antecedents to a variety of creativity-related outcomes (e.g., individual creativity, team creativity, incremental creativity, and radical creativity. These studies are conducted using different research methods in a number of diverse settings, including a multi-wave field study in the food manufacturing industry, teams of University employees engaged in a gingerbread house building competition, lab studies evaluating lone and collaborative creator narratives, and qualitative fiel...

Malala Yousafzai, Life Narrative and the Collaborative Archive

ABSTRACTThis article looks at the numerous life narrative texts authored by and written about the Pakistani youth activist Malala Yousafzai. I consider the ways in which Malala’s archive of collaborative life narrative texts, which represent a progressive narrative that explicitly addresses critiques made about Malala as it proceeds, makes visible moments of resistance. Malala has crafted a speaking position that utilises the ideologies and cultural constructions of childhood and youth – particularly as citizens and representatives of a nation’s future – to become a voice of educational reform.

School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

The authors propose a collaborative application of narrative therapy utilizing the school counselor, teachers, and parents to support students of color transitioning from an alternative school setting. Research indicates that students of color transitioning from alternative settings often face stigma and marginalization by teachers and peers. The authors contend that school counselors can use this collaborative narrative approach to support students to create new narratives within a supportive environment. Included is an illustration demonstrating the application of the collaborative narrative therapy process.

From page to screen/from screen to page

This article examines collaborative narratives in twenty-first-century Italian fiction, with a special focus on the work of Wu Ming, a collective of five Italian writers who have challenged traditional authorship at a double level: in terms of individual authorship and, by extending their collaborative narrative practices to their readership in digital environments, in terms of author–reader relationship. While their creative output is mainly printed books, they have developed various forms of digital storytelling such as multimedia features of their novels, blogging, fan fiction, and social networking. How the concept of ‘collaborative narrative’ has evolved from print to digital storytelling is the leading question of my analysis. More specifically, by re-assessing the concepts of ‘authorship’ and ‘readership’, this article aims to explore what forms of interactivity and collaboration Wu Ming have developed to empower their readers in the construction of the narrative.

From page to screen/from screen to page: Collaborative narratives in twenty-first-century Italian fiction – The Wu Ming case

From page to screen/from screen to page: Collaborative narratives in twenty-first-century Italian fiction – The Wu Ming case

Simulative governance: on the collaborative narrative of civil society participation in the CDM stakeholder framework

ABSTRACTThe Kyoto Protocol’s Clean Development Mechanism (CDM) is often cited as an exemplar of new, hybrid forms of global environmental governance operating at the public–private interface. Practically, enacting this arrangement involves a wide range of non-state actors. This broad involvement is here assumed to mark a shift towards more polycentric and networked modes of governance in which agents collaborate as ‘stakeholders’ in the process of consensual rule-setting and implementation. Using post-political critique, the depoliticising effects of the stakeholder framework on civil society actors are interrogated, using formal and informal participation opportunities to raise concerns regarding specific CDM projects. The analysis suggests that the CDM’s collaborative narrative of stakeholding structurally fails to stimulate public (re)engagement and is, instead, a prime example of simulative governance that struggles to achieve the simultaneity of two incompatibilities: the participatory revolution and the post-political turn.

Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism

ABSTRACTAims. Children with high-functioning Autism Spectrum Disorder (HFASD) have major difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks. Methods. Fourteen boys with HFASD, aged 7–12 years, participated in a 3-week, 11-session intervention. Social interactions during two nonintervention tasks were videotaped at three points in time, one prior to the intervention (pre), a second immediately following the intervention (post) and a third three weeks after the intervention (follow-up). The video-recorded files were coded using the Friendship Observation Scale to ascertain the frequencies of positive and negative social interactions and collaborative play. Differences in these behaviors were tested for significance using nonparametric statistical tests. Results. There were significantly higher rates of positive social interactions and collaborative play, and lower rates of negative social interactions following the intervention suggesting generalization of the social skills learned during the intervention. Improvement was maintained when tested three weeks later. Conclusion. These findings provide support for the use of collaborative technology-based interventions within educational settings to enhance social interaction of children with HFASD.

Overhearers Use Addressee Backchannels in Dialog Comprehension.

Observing others in conversation is a common format for comprehending language, yet little work has been done to understand dialog comprehension. We tested whether overhearers use addressee backchannels as predictive cues for how to integrate information across speaker turns during comprehension of spontaneously produced collaborative narration. In Experiment 1, words that followed specific backchannels (e.g., really, oh) were recognized more slowly than words that followed either generic backchannels (e.g., uh huh, mhm) or pauses. In Experiment 2, we found that when the turn after the backchannel was a continuation of the narrative, specific backchannels prompted the fastest verification of prior information. When the turn after was an elaboration, they prompted the slowest, indicating that overhearers took specific backchannels as cues to integrate preceding talk with subsequent talk. These findings demonstrate that overhearers capitalize on the predictive relationship between backchannels and the development of speakers' talk, coordinating information across conversational roles.

La emergencia de la multitud y las prácticas de crowdmapping: Reflexionando sobre los espacios posmodernos y sus narrativas

El presente artículo tiene como objetivo reflexionar sobre la relación entre la convergencia de medios, responsable de la distribución de contenidos en diferentes formatos, y la multitud comprometida con la producción de informaciones en el espacio urbano. La hipótesis es que la relación entre ellos propicia nuevas experiencias en el espacio y en las relaciones interpersonales. Para probar el alcance de la hipótesis, se optó por el análisis de narrativas colaborativas etiquetadas como prácticas de crowdmapping, que contienen conceptos clave para la reflexión teórica como georeferenciación, mapeado colectivo, espacio híbrido y principalmente la acción de una multitud conectada. Las formas de vida contemporáneas ponene de relieve la pertinencia del concepto de multitud desde la perspectiva de autores como Antonio Negri y Paolo Virno, y de la consecuente disolución del concepto de “pueblo”. De naturaleza plural, desvinculada de una unidad politica o estatal, la multitud encuentra en las medios espacio para actuar de forma no representativa y demuestra, en sus narrativas, los nuevos paradigmas que moldean la sociedad contemporánea, los individuos y sus respectivos espacios. Pensar el espacio urbano posmoderno y sus poéticas, teniendo como presupuesto una cultura de convergencia mediática, implica describir una serie de cambios en relación, sobretodo, a la interacción entre personas y ambientes, así como la producción y el consumo de informaciones.

(Re)considering novice supervisor development through a social justice lens: An experiential account.

In this article, 4 counseling psychology doctoral students share their experiences of novice supervisory development, following a course that infused the integrated social justice (ISJ) pedagogy model (Sinacore & Enns, 2005) into their supervision training. Their accounts were (co)constructed using a collaborative narrative framework (Arvay, 2003) in relation to the ISJ pedagogy model. This conceptualization for teaching and training in psychology includes the following dimensions: individual empowerment and social change, knowledge and the knower, oppression and privilege, and reflexivity and self-awareness. The aim of the article is to give voice to novice supervisors, a group that is often underrepresented in the supervision literature. To this end, first, the supervision literature is briefly overviewed and the importance of social justice considerations in clinical supervision is highlighted. Second, the ISJ pedagogy model is outlined, as it pertains to supervision training. Third, the parameters of doctoral supervision training are discussed, which encompass didactic and applied components. Fourth, novice supervisors’ experiential accounts of their supervision training, which were amalgamated following a cross-thematic analysis (Patsiopoulos & Buchanan, 2011), are described along the dimensions of the ISJ pedagogy model. Fifth, implications for supervision training and practice are presented for both novice and experienced supervisors, as well as for psychology training programs.

Introduction

Introduction Michael O’Driscoll, Co-Editor and Mark Simpson, Co-Editor In celebrating forty years of publishing history, the Co-Editors of esc decided to initiate what is either an exercise in free-form, collaborative narration or an inductive experiment with few controls. Approaching forty scholars in a diverse sampling, we have asked them to identify, in no more than 150 words, a work, idea, or event of the past forty years that has been key to the project of literary, cultural, and theoretical inquiry. The objective at stake in such invitation is arguably cartographic: to map the contours of the field we inhabit, with esc as sextant. Or perhaps the journal plays the double role of thermometer and aneroid monitor, taking the discipline’s temperature and pulse all at once. Preferred metaphor notwithstanding, the resulting responses vividly capture the dynamic energies and complex torsions rippling through our discipline over the last four decades and impelling its future horizons. And they do so not least by ranging widely: our contributors point not only to creative endeavour, critical polemic, and theoretical sway, to landmark collectivities [End Page 1] and epochal events, but also to entanglements, tendencies, sentiments, and atmospherics, the seemingly less solid but no less real and material relations that produce tangible, long-reverberating effects. A decade ago, esc celebrated its thirtieth anniversary by revisiting Raymond Williams’s Keywords for a new disciplinary era. Ten years on, we look instead to galvanizing or groundbreaking occurrences during the journal’s lifespan that, by setting terms or changing terms, forged keywords we did not know we needed yet could not, in retrospect, have done without. Perhaps what emerges emphatically here is the embrace of multiplicity—the entries indexing dynamic interplay and critical interanimation over mere preference. That, and the reminder that productive tensions and mutually enabling postures remain very much in play in what is a grand, collective, always unfolding project. Michael O’Driscoll, Co-Editor and Mark Simpson, Co-Editor esc: English Studies in Canada English and Film Studies University of Alberta Copyright © 2015 Association of Canadian College and University Teachers

聴覚障害児の社会的遊びにおける協同的ナラティブ産生とメタプレイとの関連性の検討

本研究では，音声言語コミュニケーションを用いる，平均聴力レベル71.6 dB（48.7～92.5 dB，1 SD 19.4）の聴覚障害幼児6名（生活年齢6歳～6歳10ヵ月）の社会的遊び場面における協同的なナラティブ構成の発達について，生活年齢3～4歳の聴児と比較して検討した．結果，聴覚障害児は聴児と比べて，子ども同士で遊びのテーマを共有し，展開を予測し合いながらストーリーを構成していく協同的なナラティブ産生が遅滞する傾向にあった．ナラティブの構成にはメタプレイが関与しており，遊びの役を演じた発話の要因との関連性は低かった．聴覚障害児のメタプレイは，聴児とおおむね同水準の形式的発達（MLUm値）を示したにもかかわらず，遊びの展開で運用される頻度に乏しい傾向にあった．聴覚障害児は，聴児との社会的遊びのテーマの共有と伝達が難しく，刻々と変化する遊びのストーリー展開の俯瞰的な理解が困難であり，その結果，発話文長から期待されるほどにはメタプレイが増加しないと推察される．メタプレイは，人間行動に関するメタ認知に基づき，ナラティブの構成を可能とする重要な言語行動と考えられた．

Documenting women's postoperative bodies: Knowing Stephanie and "Remembering Stephanie" as collaborative cancer narratives.

Photographic representations of women living with or beyond breast cancer have gained prominence in recent decades. Postmillennial visual narratives are both documentary projects and dialogic sites of self-construction and reader-viewer witness. After a brief overview of 30 years of breast cancer photography, this essay analyzes a collaborative photo-documentary by Stephanie Byram and Charlee Brodsky, Knowing Stephanie (2003), and a memorial photographic essay by Brodsky written ten years after Byram's death, "Remembering Stephanie" (2014). The ethics of representing women's postsurgical bodies and opportunities for reader-viewers to engage in "productive looking" (Kaja Silverman's concept) are the focal issues under consideration.

Rude Boy Subculture, Critical Pedagogy, and the Collaborative Construction of an Analytic and Evocative Autoethnography

This article theorizes and performs an analytic and evocative autoethnography about participation in the Rude Boy subculture in Singapore in the 2000s. Relying on critical pedagogy and a performative conception of subcultural theory, we analyze the second author’s past self as a Rude Boy through a collaborative narrative that emerged out of a university course–based research project on youth subcultures. Our narrative, which includes the reproduction of field notes, reflective journals, interviews, and dialogue between the authors, is intended to simultaneously question the assumed dichotomy between analytic and evocative autoethnographic forms and to highlight the potential for a critical pedagogy that brings teachers and students together to create new understandings of the self. The article also highlights the personal and pedagogical outcomes of dealing academically with a subcultural past and extends a dialogic approach to studying subcultural participation and experience.

Narrative as a Cultural Tool for Experiential Learning in Initial Teacher Education

This paper uses perspectives drawn from work on communities of practice, sociocultural theory, and cultural historical activity theory to explore how trainee teachers can be socialized into using specific narrative forms as tools to organize and make sense of experience and, therefore, learn from it. The paper analyzes a single transcript of collaborative narrative construction among a trainee teacher, school-based mentor, and university tutor and argues that such collaborative narrative construction provides the mechanism for socialisation or apprenticeship to making socially situated forms of narrative. This exploration contributes to an understanding of the nature of teacher knowledge and how it is developed in trainee teachers.

Introduction: Cross-Racial and Cross-Ethnic Collaboration and Scholarship: Contexts, Criticism, Challenges

My interest in editing a special issue of MELUS devoted to cross-racial and cross-ethnic collaboration and scholarship evolved from my investigation of newspaper accounts by and about the nineteenth-century Northern Paiute author and activist Sarah Winnemucca Hopkins. These items present increased evidence regarding Winnemucca’s productive interracial collaboration with her editor Mary Peabody Mann, her manager and friend Elizabeth Palmer Peabody, and her husband Lewis H. Hopkins. Many nineteenth-century accounts of these relationships replicate their era’s racism, representing Winnemucca’s husband in language evoking a “squaw man” and calling Peabody’s relationship with Winnemucca “ ac urious idiosyncrasy” (“Current”). Even Mann, who, as Heidi M. Hanrahan’s essay in this issue demonstrates, had a positive relationship with Winnemucca, nonetheless called Winnemucca Peabody’s “pet Indian” (qtd. in Zanjani 280). Winnemucca, in turn, was at times accused of duping nao ¨ve non-Natives. There was something unsettling to many about the possibility that Winnemucca was working with non-Natives productively—that together they may have been enacting their versions of interracial friendship, love, or political and artistic collaboration. Critical accounts written in the past few decades replicate this suspicion, effectively stripping Winnemucca of agency in her life and work. 1 In American Indian literary studies, some scholars are reconsidering collaboration and revising assumptions about American Indian passivity or nao ¨vete ´. 2 Aware of these changes, I was curious about how new work in other areas of race and ethnic studies resulted in revised narratives of cross-racial and cross-ethnic collaboration. I had in mind neither exclusively commendatory nor condemnatory reconsiderations, wanting to avoid what Lorraine M. York describes in relation to women’s collaborative writing: scholarship that supplants “deplorably subversive” representations of collaborations with ones that are “admirably subversive” (9). I sought a diversity of scholarship urging us to consider the ethical and practical implications of the stories we tell about interracial or interethnic collaboration. The call for submissions sought new biographical information, new critical interpretations of previously studied cross-racial or cross-ethnic collaborations, reexaminations of the representation of cross-racial or ethnic collaboration within literary and cultural studies, and contemporary scholars’ reflections on their own experiences of interracial and interethnic collaboration. Because my experience with Winnemucca convinced me that in many cases, we lack or have not looked for the archival