Narrative Pedagogy Research Articles

Development of the national cultural identity of students of humanitarian specialties in the learning process

Introduction. The formation and strengthening of the national cultural identity of students is an important condition for maintaining the continuity of generations, fostering personal responsibility for solving global problems of our time. The aim of the article is to present the process of teaching humanitarian students as one of the possibilities for the development of national cultural identity. Materials and methods. When interpreting the results of the experiment, characterizing the features of teaching narrative, the method of observing the process of creating narrative texts by students was used. In assessing the effectiveness of teaching the narrative, the method of qualitative (φ-Fisher's statistical test) and quantitative analysis of written works was used. A total of 167 students from the Department of Philology and Media Communications at Vyatka State University (Kirov, Russia) participated in various stages of the study. Results. Summarized the results of a theoretical and experimental study of the process of teaching students to narrative. It is substantiated that the telling of personal stories is a social practice that develops cultural identity. The psychological and pedagogical conditions, which serve as a starting point for creating their own narrative texts, reflecting the student's personal experience, have been studied. The mechanisms are revealed that contribute to the strengthening of the national code, namely: the establishment in the process of creating a narrative of close bilateral relations between the author's personal experience and its comprehension (the description of personal experience leads to the need to comprehend it, and the generation of new meanings, in turn, enriches personal experience). Fisher's angular transformation was used for statistical verification. As a result, it was revealed that after conducting special training, the number of students who do not experience difficulties in understanding the text based on the development of skills to apply methods of working with a narrative text increased (p≤ 0.01). Teaching narrative creates conditions for a deeper, more complete and detailed understanding of one's cultural identity. Conclusion. The developed scheme of experimental teaching, which describes the features of its content and structure, can be used in teaching university students. The data obtained in the course of the research can be used in the organization of psychological and pedagogical support, in the framework of individual and group work carried out within the boundaries of various academic disciplines at the university.

Students With Mild Intellectual Disability at the Turn of the 20th Century in Hungary

Initial attempts to conceptually define intellectual disability have played a significant role in the history of education of children with intellectual disabilities. In Hungary, the definition of intellectual disability has undergone many changes, which is related to disciplinary development. Nowadays, in special education, the term “intellectual disability” refers to a complex phenomenon which is reflected, for example, in the significant variability on the level of intellectual functioning. This study focuses on a narrower area of this very complex phenomenon. It makes children with mild intellectual disability – one of the categories of people with intellectual disabilities, the subject of analysis. The research analyzes the contemporary professional terminology and classification of mild intellectual disability on the basis of primary sources. It also examines whom and according to what symptoms professionals classified as a member of this student population, taking into account the scientific conceptions at the turn of the 20th century (for the naming of children with mild intellectual disability, see pp. 19–20). In pedagogical narratives published at that time, the term “weak- talented child” was the most commonly used expression.

The Challenges of Civic and Moral Educations for Young Muslim Indonesian

Civic education in Indonesia is a general compulsary subject within the scope of general education. Theoretically, civic education has to instill the values of nationalism and patriotism. However, in its implementation, civic education faces several obstacles. The obstacles are not only in terms of materital, method, and evaluation, but also from the students who are mostly Muslims. In obtaining the data, qualitative approach was applied. As a result, several challenges were faced in the implementation of civic education either from the Muslim students or the environment such as the poor morality, the separation of curricular narratives of civic education and religion, the rejection of nasionalism and patriotism value, the weak tolerance, the development of increasingly liberal human rights, and the spread of sexual behavior. Such condition represents civic education as a subject that tries to create good citizens that do not have a connection with moral teaching based on religious narratives that have become a belief and are ingrained in Muslims.

Teacher narratives and understandings of (de)humanising pedagogy

A pre-requisite to teaching and learning for humanisation, is the acknowledgement of our situated selves. Situated selves are positioned in our previous, current, and future experiences. The words we use refer to realities and views of the world (Roux and Becker 2016). For Freire (1993, 68) “to speak a true word is to transform the world”. Education plays a crucial role in transforming people’s worlds, their mindsets, and social relations, that is, in how we name and rename our world. Teachers, therefore, are key mediators of transformative change as agents of social justice, and in the facilitation of learning as transformative specialists (Giroux 1983). Education is therefore a space that would reap the benefits of humanisation. The case study draws on teacher narratives and interviews to explore how teachers understand and reflect on a humanising pedagogy. I conclude that drawing on a humanising pedagogy is a priority for student accomplishment and significant for academic and social resilience.

Caretaking Aboriginal Australian Knowledges Online

ABSTRACT The influence of Aboriginal Australian's Knowledges and Protocols on Australian culture has been profound and yet little acknowledged. To acknowledge the First Peoples of Australia and integrate their knowledge into the education system, we start with the First Peoples' contribution to culture and learning since invasion in Australia. We then consider contributions now to educational technologies with a focus on collectivist knowledge sharing, oral teaching, narrative teaching, peer-to-peer sharing, and truth telling. In recognition of what modern non-Indigenous cultures have lost, we are appropriating technology to share the concepts around narrative learning and sustainable practice. This uses pattern matching skills that were initially developed for sharing knowledge across different environments between Aboriginal Australian communities and provides processes for memorizing and sharing diversity. Ways of emulating these processes online is constructive in modern language reclamation, where the existing language information is scattered across many individuals, clans, and locations.

NARRATIVES OF SUICIDALITY, ALTERNATIVE EDUCATION, AND RESILIENCY: IMPLICATIONS FOR SOCIAL WORK PRACTICE AND RESEARCH.

Suicidal behaviors and academic difficulties are characteristics that stigmatize youth as "bad" or "troubled" students. Alternative school programs aim to help students struggling with mental health and academic issues. This study explores how high school students make meaning of experiences of suicidality and resilience with respect to mainstream constructs of mental health, education, and identity. Three cases were selected from a sample of 44 interviews with alternative high school students: an 18-year-old White cisgender hetero-sexual male, a 17-year-old White transgender male (sexuality unspecified), and an 18-year-old Latina cisgender bisexual woman. A preliminary analysis of participant interviews with histories of severe suicidality informed this case selection. Using narrative analysis, common themes emerged: contamination versus redemption, the importance of having space, the physical experience of suicidality, and critical turning points in rejecting stigmatized identities. The findings have implications for practice and research focused on building student resiliency against suicidality.

Narrativizing digital pedagogy

This article details the efficacy of utilizing narrative research methods to construct the narratives of teachers and learn more about the essence of digital pedagogy and developing a repertoire of digitally-mediated teaching practices. First, narrative methods are justified by conceptualizing pedagogy dynamically and narratively as opposed to using knowledge-based terms. Next, the dialogic nature of pedagogy is disseminated, situating teaching with technologies within authoritative and internal discourses. Then, the value of depicting a teacher’s life story in narrativizing and understanding digital pedagogical development is discussed. Sample narration from Aaron’s larger study is provided to situate and exemplify these methodological insights. To conclude, recommendations for the use of narrative methods in future research on digital pedagogy are disseminated with respect for promoting equitable and transformative digital pedagogical design.

Evaluating the use of narrative pedagogy in person-centred care and human factors in perioperative practice education

Background: There is an international effort to develop understanding from human factors theory and implement this in healthcare to improve person-centred care and patient safety. Aim: This project aimed to evaluate the use of narrative pedagogy to teach human factors to perioperative personnel in the workplace. Methods: Using the action research model, an interactive learning session based on lessons from serious incidents was developed and delivered to perioperative staff in an NHS Trust within a practice development programme. Data were collected in the form of questionnaires and peer reviews to evaluate the learning session, and thematically analysed. Findings: The use of narrative pedagogy to explore human factors theory empowered participants to speak up, and this influenced the workplace safety culture. Conclusion: Narrative pedagogy reconnects healthcare employees with compassionate approaches to person-centred care, and this provides powerful motivation to improve the safety culture. Further studies should focus on different applications of narrative pedagogy in workplace learning, and creative approaches to teaching human factors. Implications for practice: • Narrative pedagogy can be a conduit to develop person-centred practice • Engaging staff through interactive practice development sessions can encourage expansive learning about human factors and their application in practice • Narrative pedagogy motivates healthcare staff to improve the safety culture in practice

Staying and studying: narratives of local higher education in small island colleges

ABSTRACT Due to the unequal geographical distribution of HE institutions in many national HE systems, living in a rural or remote area and attending HE can be mutually exclusive. The implication is that those who remain in a rural area beyond school age do not study at the undergraduate level. In discussions of rural stayers, HE is therefore understood as a crucial point of transition between staying and leaving; HE requires or offers the opportunity to move from a rural or remote location in order to continue education. This article asks how the figure of the rural and remote stayer is changed by the relatively recent provision of HE opportunities in some rural and remote contexts in and around the UK, making it possible both to ‘stay’ and to study for an undergraduate degree. The article brings together literature on HE mobilities and on remote and rural staying to develop the new figure of the ‘stayer-student’, using a spatial narrative framework to analyse findings from a multi-sited case study of HE providers on small islands with relationships to the UK. The analysis identifies three types of spatial story that articulate the boundaries of students’ remote location and HE. In the first of these stories, the boundary around the island is solidified by the decision to stay for HE, reinforcing belonging to and possibilities within place. The second focuses on the role of the spatial boundary in distinguishing between common definitions of the role and purpose of HE. In the final story, the boundary enables the disruption of linear and normative HE trajectories. Each of these findings challenges traditional understandings of the role of HE in prompting social and geographical transition away from remote and rural areas.

BEING A TEACHER IN TIMES OF PANDEMIC: AUTOBIOGRAPHIC NARRATIVES IN INCLUSIVE EDUCATIONAL CONTEXTS

Due to the Covid-19 pandemic, the entire society needed to reorganize itself, including the educational system, with the adoption of different instructions to continue the teaching and learning process. Education started to be carried out through remote classes, with the potential use of the internet and the various Information and Communication Technology tools (ICT). There were also many changes in Special Education, there was difficulty in accessing information, as this came later than the information intended for education in regular education. It is in this context that the present study aims to discuss the confrontations in education in the pandemic period. The research is autobiographical and brings the narratives of teachers from the discipline of History, the Multifunctional Resources Room and Pedagogical Guidance. The analysis of the narratives points to different views and perceptions of teachers that become congruent in the educational context.

Not Allowed: Power and Practice in Literacy Teaching as Defined by the State

Using narrative inquiry, this study examines teacher narratives about elementary literacy teaching in the context of school change and accountability discourses.

Selective amnesia and the political act of remembering English teaching

ABSTRACT In this article the authors explore the phenomenon of ‘selective amnesia’ as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teacher-educators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is ‘what exactly has been forgotten?’ 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.

Pedagogical uses of the media, approach to a transmedia education

Authors such as Robinson (2010) make one of the problems of traditional education evident by pointing out that while students’ attention decreases due to boredom, other media obtain it as a result. On the other hand, according to Jenkins (2006a), good transmedia franchises attract a large audience by presenting content in different ways through different media. To this extent, this article has as a starting point to ask about the possibilities that the convergence between education and transmedia narratives brings with it, with the aim of analyzing the relationships between these two fields. The postulates of Robinson (2009, 2010), Scolari (2009, 2011, 2013) and Jenkins (2006, 2009, 2016) on education, school boredom, transmedia narrative and participatory culture are taken as central axes. For this, three cases that account for these links were studied, these are: LobiAventura, Guardianes y Desarmados; All three are born in Colombia and are aimed at primary and secondary students, belonging to different age groups. The research includes an analysis of the relationships between case studies, participatory culture, and school boredom. The analysis could indicate that the format allows to reach experientially areas that traditional education does not usually cover. In addition, the transmedia strategy could be presented as something innovative, different and interesting to students trapped by the traditional educational model, since it could cooperate in the face of school boredom.

The use of biographical narratives in exemplarist moral education

ABSTRACT This article examines the use of biographical narratives in contemporary moral education, with particular reference to the exemplarist moral theory (EMT) of Linda Zagzebski. It distinguishes between classical and modern versions of exemplarist moral education, highlighting the seminal contribution of Augustine’s Confessions. Itself an autobiography, Confessions presents a new way to read a life, highlighting a transition from the conformist pattern of replication inherent in classical education to a central concern with self-identity and the inner life. We argue the educational benefits of a modern Augustinian approach, presenting and responding to four important concerns: (1) the selectivity of authors and educators in choosing which exemplars and life events to present; (2) the rhetorical power of narratives, which can be used as a means of indoctrination; (3) the need for students to be appropriately receptive in order for exemplar narratives to increase moral motivation; (4) the importance of relevance and realism in the exemplar narratives that are used. Along the way, we highlight a significant tension in EMT, relating to the instability of its grounding on the identification of human exemplars and the possibility of selecting individuals who may later come to light as far from exemplary persons.

Exploring the Narrative of an Early Childhood Education and Care Teacher from the Perspective of Polyphonic Time1

AbstractThis is a case study of an early childhood education and care (ECEC) teacher from the perspective of her polyphonic time spent with young children. The purpose of the study was to reconstruct a teacher's understanding of play based on her own narrative. In particular, the E‐series time created through play between the ECEC teacher and the children is discussed. The study is based on an interview with the ECEC teacher, Haruka, who was involved in a “slide and mud play” activity while working with the children as a classroom teacher at Day Care Center A. The five narratives pertaining to slide and mud play were analyzed qualitatively from the perspective of a teacher's polyphonic sense of time. It can be perceived from the results that an ECEC teacher's narratives, which include aspects of polyphonic time, reveal not only their own professionalism, but also their experience of intersubjective relationships through play activities shared with children. This is what makes an ECEC teacher's narrative unique, and it is an indispensable point of view when telling the story of childcare.

“Ain’t no white people have to be cultural ambassadors, right?” How a Latinx teacher in the US South resists ephemeral multiculturalism for political praxis

ABSTRACT In this article, we expand the geographic narratives of Latinx teachers by first outlining how such teachers are desired to be a certain type of “cultural ambassador” in the US South, and second, how one teacher eschews this construction to instead center political agency and a democratic praxis toward racial justice. Whereas cultural ambassadorship privileges an ephemeral discourse of diversity and post-racism that positions Latinx teachers as objects tasked to model and replicate “safe” multiculturalism, we share how one Afro-Latina teacher in South Carolina uses her power to teach students how to interrogate racist systems and to practice political resistance.

Review: Vanguard: How Black Women Broke Barriers, Won the Vote, and Insisted on Equality for All, by Martha S. Jones

Review: <i>Vanguard: How Black Women Broke Barriers, Won the Vote, and Insisted on Equality for All</i>, by Martha S. Jones

Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs

Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment.

The Pandemic and Higher Education: Learning and Reflection from the Experience of Chinese Higher Education

Twenty months have passed since China’s first lockdown of Wuhan city. The Chinese higher education sector has withstood the challenges of the pandemic. This paper discusses the experience of the higher education sector in China, drawing primarily from the early period of the ongoing Covid-19 pandemic. In particular, we present a narrative of Chinese higher education managing some of the multifaceted challenges, which is pivotal to understanding its policies and practices during the early pandemic. In particular, this paper extends and provides further contexts to Ma et al. (2021) in better understanding their Chinese perspective, giving readers a fuller picture of the governance of Chinese higher education and some of its practical insights. It also provides some important lessons and reflections drawing from localised experiences, which provide important insights into the Chinese higher education policies and practices in response to the national crisis. In addition, we suggest further areas of research relating to the content of this paper, and finish this paper with a future picture of hope after the crisis.

A tale of the digital future: analyzing the digitalization of the norwegian education system

ABSTRACT Schools are central in sustaining and extending values in society and therefore in shaping future society. While the global trend of education digitalization, commonly is presented as a depoliticized project of improvement, this paper seeks to uncover the values of the digital school as expressed in the strategy for the digitalization of the Norwegian education system. Inspired by Bacchi’s‘WPR approach, the findings reveal that digitalization involves establishing a problem and a solution through discourses or narratives of education, working life, and the future.Given this problem representation and sociotechnical imaginary of the future, the school’s main goal becomes to provide digitally competent future citizen-workers. The educational ideal of The Nordic model, and ideas of humanism and solidarity are not emphasized. Hence, the digital school reflects a neoliberal economy rather than values traditionally associated with the welfare state.