Critical Narrative Research Articles

Making comedy for learning spaces

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

Locating the evidence for children and young people social prescribing: Where to start? A scoping review protocol.

It is estimated that disruptions to life caused by the COVID-19 pandemic have led to an increase in the number of children and young people suffering from mental health issues globally. In England one in four children experienced poor mental health in 2022. Social prescribing is gaining traction as a systems-based approach, which builds upon person-centered methods, to refer children and young people with non-clinical mental health issues to appropriate community assets. Recognition of social prescribing benefits for children's mental health is increasing, yet evidence is limited. Inconsistent terminology and variation of terms used to describe social prescribing practices across the literature hinders understanding and assessment of social prescribing's impact on children's mental health. This scoping review thus aims to systematically identify and analyse the various terms, concepts and language used to describe social prescribing with children and young people across the wider health and social care literature base. The scoping review will be undertaken using a six-stage framework which includes: identifying the research question, identifying relevant studies, study selection, charting the data, collating, summarising and reporting the results, and consultation. Electronic databases (MEDLINE, Embase, Cumulative Index to Nursing and Allied Health, PsychInfo, Social Policy Practice, Scopus, Science Direct, Cochrane library and Joanna Briggs), alongside evidence from grey literature, hand search, citation tracking, and use of expert correspondence will be included in the review to ensure published and unpublished literature is captured. Data extraction will be carried out by two reviewers using a predefined form to capture study characteristics, intervention descriptions, outcomes, and key terms used to report social prescribing for children and young people. No formal quality appraisal or risk of bias evaluation will be performed, as this scoping review aims to map and describe the literature. Data will be stored and managed using the Rayaan.ai platform and a critical narrative of the common themes found will be included.

Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault’s lens

This study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy and creativity. While existing literature focuses on technical aspects of coursebooks, this study fills a gap by examining their impact on pedagogical flexibility and teacher identity. Through a reflexive analysis guided by Foucault’s theories of power and discipline, key themes such as "pedagogical constraints," "reduced autonomy," and "professional satisfaction" are identified. The findings reveal significant limitations imposed by standardized materials, suggesting a need for more flexible and culturally responsive teaching approaches. This study contributes to understanding the socio-political dimensions of EFL education in Iran and offers insights for enhancing teacher autonomy and curriculum development.

Dance/movement interventions and students with disabilities: A critical review

This critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and disability categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including disability. Positive outcomes of dance/movement interventions for students with disabilities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than disability category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersecting identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities.

Stories for Us, or for Others: Digital Storytelling with a Harm Reduction Organization as Culture-Centered Health Communication

ABSTRACT Digital storytelling is a participatory media creation process. To illustrate how digital storytelling may be used as a method within the culture-centered approach to health communication, this paper presents a case study analysis of two 2-day digital storytelling workshops in collaboration with a local harm reduction organization that supports people who use drugs. Storytellers used the communicative space of digital storytelling to confront stigmatizing cultural and institutional narratives related to substance use. Storytellers also demonstrated how harm reduction work engendered a sense of purpose and an alternative to punitive drug policies. However, storytellers felt that stories produced for the harm reduction community could be misunderstood by outsiders, limiting the potential of the stories for advocacy communication. Overall, we find that digital storytelling as a method within the culture-centered approach has potential to elevate the experiences, understanding, expertise, and goals of communities that have been excluded from health communication. The digital storytelling method will have the most value as a critical narrative intervention if the principles and reflexivity of the culture-centered approach are foundational to the process.

Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation

This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.

Addressing abdominal trauma from conflict and warfare in under-resourced regions: A critical narrative review.

The prevalence of abdominal injuries in war and conflict zones, particularly in low- and middle-income countries (LMICs), presents a significant healthcare challenge. These injuries, often resulting from explosive devices, firearms, and shrapnel, lead to high morbidity and mortality rates due to delayed diagnoses, inadequate medical infrastructure, and limited access to specialised care. This review aims to summarise the literature on conflict-related abdominal injuries in LMICs, highlighting the impact of such trauma on healthcare systems and patient outcomes, and suggesting strategies for improvement. A comprehensive narrative review was conducted, focusing on studies from contemporary and historical conflict-ridden nations. Databases such as PubMed, EMBASE, Google Scholar, the Cochrane Library, and Scopus were searched using specific keywords. Inclusion criteria encompassed various study designs and both paediatric and adult populations, with studies providing raw data prioritised. Exclusions included non-English articles, non-peer-reviewed studies, and those not reporting outcomes or involving high-income countries. The review identified significant challenges in managing war-related abdominal trauma in LMICs, including a shortage of healthcare personnel and infrastructure, socio-political barriers, and research gaps. Clinical implications of such injuries include elevated mortality rates, with surgical and nonsurgical management outcomes varying significantly. Positive advancements in diagnostics and surgical techniques have improved survival rates, yet the need for further infrastructural and workforce enhancements remains critical. Abdominal trauma in conflict-affected LMICs necessitates focused efforts to improve healthcare delivery, including targeted funding for infrastructure and equipment, development of training programs for trauma specialists, and increased humanitarian aid. Bridging research gaps and fostering collaborative efforts are essential for advancing the management of abdominal trauma and enhancing patient outcomes in these challenging environments.

Treatment of Geriatric Acetabular Fractures Using the Modified Stoppa Approach: A Review Article of Technique, Tips, and Pitfalls

The surgical treatment of geriatric acetabular fractures is becoming increasingly important due to a demographic change in age. While acetabular fractures used to occur more frequently in younger patients, they are currently more prevalent in geriatric patients. This change has also led to an increase in the frequency of anterior and combined anterior acetabular fractures. Surgery for geriatric acetabular fractures is very challenging, and surgeons need years of experience to be able to deal with the advantages and disadvantages of pelvic surgery. This is why a high level of surgical expertise is required. The aim of this article is to provide an insight into the topic of geriatric acetabular fractures with a critical narrative review of the current literature and a focus on minimally invasive surgical treatment using the modified Stoppa approach without patients’ own assessment. The modified Stoppa approach offers excellent visibility of the anterior structures of the acetabulum and can address the quadrilateral surface effectively. Pelvic surgery, in particular acetabular surgery, offers patients many advantages, such as rapid mobilization and the quick relief of pain symptoms. Total hip arthroplasty is currently being discussed as an alternative with good results for certain types of acetabular fractures in older patients, though it requires clarification of studies and recommendations.

Focus on the blind spots of clinician-patient interactions: A critical narrative review of collusion in medical setting.

Collusions, interpersonal phenomena with an impact on patients, significant others, clinicians, and care, are mainly described in the psychotherapeutic literature but also occur in the medical setting. Comprehended as an unconscious bond between two or more persons from a psychotherapeutic perspective, definitions and collusive situations described in the medical setting vary. The question arises whether medical collusions, compared to collusions occurring in the psychiatric setting emerge in different clinical situations or are not identified as transference-countertransference experiences, since there is less sensitivity for the unconscious dimensions of care. We systematically reviewed the medical literature on collusions. Even though a read threat, avoidance of unpleasant feelings (mainly anxiety), runs through the described collusions, the unconscious dimensions and associated defensive maneuvers are rarely evoked. Given the expressed desire to act on collusions in medicine, involving third-party psychiatric liaison clinicians, who supervise clinicians, and hereby help to disentangle collusions, could be beneficial.

Investigating the relationship between health and gender equality: What role do maternal, reproductive, and sexual health services play?

Examining the causal nexus between health services and gender equality is of paramount significance in policy formulation and academic inquiry. This paper concentrates on maternal, sexual, and reproductive health, offering a critical narrative review of empirical research exploring the causal relationship between enhanced women's health, stemming from either overall healthcare amelioration or specific interventions, and broader gender equality objectives. A conceptual framework is devised to elucidate the causal pathways between health and gender equality across various dimensions. The final review encompasses 30 empirical papers, revealing both direct and indirect effects of improved maternal, reproductive, and sexual health outcomes on labour participation and educational investment, with fertility decisions and autonomy serving as primary intermediary factors. Evidence predominantly indicates that interventions like contraception, family planning, and abortion policies yield enduring effects beyond health, influencing reproductive choices. Specific medical procedures, such as caesarean deliveries and sterilization, also impact fertility and labour market outcomes. Furthermore, public healthcare infrastructure contributes to combating gender-based violence by facilitating incident reporting and access to protection. Recognizing, documenting, and monitoring these co-benefits arising from improved women's health are pivotal for delineating future health sector priorities and advancing the global gender equality and sustainable development agenda.

’’I’m a Woman. Man, Woman, M–Woman.’’ – Identity, Sexuality, and the Body in the Short Fiction of Malika Moustadraf

ABSTRACT This article reads Malika Moustadraf’s recently translated collection of short stories as an instance of a new generation of Moroccan female writing that subverts conventional expectations of female fiction and understanding of gender identities in Morocco. Following a narrative criticism approach, the article investigates how Moustadraf uses fiction to communicate an identity crisis when the experiences of the body toggle between desire and disgust, rot and purity, and ultimately, life and delusion. In Moroccan fiction, identity, the body, and sexuality have often been considered a male territory, mostly explored through male lenses. By tackling issues of gender fluidity, cybersex, and body relations in the Moroccan context as early as the beginning of the twenty-first century, Moustadraf’s short stories contribute to an avant-garde female literary tradition that would only gain ground about two decades later. While female writing has long been conditioned by social expectations for language and themes to be feminine, Moustadraf stands out by breaking through the boundaries of taboo identities and excessively polished writing. A close reading of Moustadraf’s long-lost works provides a fresh perspective on the development of Moroccan fiction and gender consciousness in contemporary Morocco.

A PSA I’m here too: Exploring the Harmful Experiences of Black Students through Critical Narratives

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

Enemy narratives

Abstract Within the fields of narratology, cognitive linguistics and discourse analysis, this article studies how “Vote Leave” – the “respectable” side of the pro-Brexit debate –, used storytelling to frame an exclusionary conception of the British nation. To do so, the article relies on a critical narrative analysis of the storytelling elements at the heart of a corpus of official documents from the 2016 campaign, and argues that those Brexit narratives were instrumental in the creation of a nativist conception of the British nation. The paper contributes to the rich literature on Brexit narratives by adopting an original approach focusing on what we call “enemy narratives” and on how this type of narratives helped construct a restrictive understanding of the British nation. The result will be correlated with the growing political polarization of post-Brexit British society and the emergence of what some researchers consider as a culture war

The Principal’s Problem: Anchoring Equity in an Exclusionary System

This paper, titled "The Principal’s Problem: Anchoring Equity in an Exclusionary System," offers a critical examination of the multifaceted challenges faced by school administrators in navigating an educational landscape marked by growing equity issues, safety concerns, and the mental health crisis among students. Drawing from the author's 35-year experience in various educational roles in Massachusetts, the critical situational analysis delves into the complexities of fostering a safe, inclusive, and equitable school environment amid a youth mental healthcrisis, reactionary legislative demands, and a hostile, binary, social landscape. The first section of the paper emphasizes the evolving role of educators in addressing the emotional well-being and safety of students. It illustrates how external tragedies, such as student suicides and drug overdoses, directly impact school policies and practices. The author highlights systemic inequities, such as disparities in recognition and funding between male and female sports teams and the controversy over gender-specific graduation gown colors, illustrating the difficulties in upholding Title IX and fostering gender equality. The paper further explores the escalation ofgun violence and its profound impact on school safety protocols and legislation. It addresses the administrative burden of complying with a myriad of regulations aimed at ensuring student safety and emotional well-being, from bullying and gender identity to mental health and substance abuse. The first-person narrative critiques the overwhelming expectations placed on school administrators to act as both educational leaders and first responders in a socioeconomically diverse and politically charged environment. It argues for a more holistic approach to educational leadership, one that balances legal and moral obligations to protect free expression with the imperative to create a nurturing and inclusive school culture. The author posits that the real challenge lies in the practical implementation of these ideals.

The Principal’s Problem: Anchoring Equity in an Exclusionary System

This paper, titled "The Principal’s Problem: Anchoring Equity in an Exclusionary System," offers a critical examination of the multifaceted challenges faced by school administrators in navigating an educational landscape marked by growing equity issues, safety concerns, and the mental health crisis among students. Drawing from the author's 35-year experience in various educational roles in Massachusetts, the critical situational analysis delves into the complexities of fostering a safe, inclusive, and equitable school environment amid a youth mental healthcrisis, reactionary legislative demands, and a hostile, binary, social landscape. The first section of the paper emphasizes the evolving role of educators in addressing the emotional well-being and safety of students. It illustrates how external tragedies, such as student suicides and drug overdoses, directly impact school policies and practices. The author highlights systemic inequities, such as disparities in recognition and funding between male and female sports teams and the controversy over gender-specific graduation gown colors, illustrating the difficulties in upholding Title IX and fostering gender equality. The paper further explores the escalation ofgun violence and its profound impact on school safety protocols and legislation. It addresses the administrative burden of complying with a myriad of regulations aimed at ensuring student safety and emotional well-being, from bullying and gender identity to mental health and substance abuse. The first-person narrative critiques the overwhelming expectations placed on school administrators to act as both educational leaders and first responders in a socioeconomically diverse and politically charged environment. It argues for a more holistic approach to educational leadership, one that balances legal and moral obligations to protect free expression with the imperative to create a nurturing and inclusive school culture. The author posits that the real challenge lies in the practical implementation of these ideals.

Unearthing Stigma About Prostitution Among Indonesian State Actors: A Critical Narrative Analysis

ABSTRACT Prostitution has long been stigmatized in socio-political discourse. The mounting empirical evidence shows that stigmatization is discursively attached to sex workers’ occupations. Although much prior research has addressed this phenomenon, little evidence reports to which extent prostitution practice is institutionally stigmatized from a developing state-and-social-sanctioned perspective in which this prostitution stigmatization is viewed as a fundamental cause of social inequality. This study examines to which extent the narratives embedded in policy documents, news articles, and ethnographic interview reports frame ideologies, assumptions, and biases that shape governmental responses to prostitution. Data from policy documents, news articles, and ethnographic interviews were analyzed with a critical narrative approach. Three emergent finding themes presented in this article include knowledge of religious norms shaping government policy and public opinions, the discourse of governmental power, and female sex workers as the main target of government policy. The implication of the present study is how governments and state and social actors mitigate the adverse effects of stigma and promote social justice and equality for sex workers in Indonesia and other developing countries.

Strangers in the North: Critical narratives on the postgraduation career transitions of international doctoral students

AbstractData show higher enrollment of international graduate students compared to undergraduates in the United States in 2022, with the trend expected to continue. Many international doctoral students pursue education in the United States, hoping to seek employment and/or employment‐based permanent immigration after graduation. Through critical personal narratives (CPNs), the authors use their stories to reflect on employment‐seeking experiences during their time as international graduate students. The narratives depict a 20‐year time span of ongoing issues faced by international graduate students. These first‐person accounts authentically recognize the challenges and provide an avenue for institutions to subsequently address the areas of immigration policies, hiring practices, career development, and cultural responsiveness for international doctoral students.

Narrative Ability in Autism and First-Degree Relatives.

Narrative is an important communication skill for sharing personal experiences and connecting with others. Narrative skills are often impacted in autism spectrum disorder (ASD) and have important consequences for social interactions and relationships. Subtle differences in narrative have also been reported among first-degree relatives of autistic individuals, suggesting that narrative may also be an etiologically important language-related skill that is influenced by genes associated with ASD. This study examined narrative ability and related visual attention during narration in ASD and first-degree relatives of individuals with ASD (siblings and parents) to understand how narrative and related attentional styles may be variably impacted across the spectrum of ASD genetic influence. Participants included 56 autistic individuals, 42 siblings of autistic individuals, 49 controls, 161 parents of autistic individuals, and 61 parent controls. Narratives were elicited using a wordless picture book presented on an eye tracker to record concurrent gaze. Findings revealed parallel patterns of narrative differences among ASD and sibling groups in the use of causal language to connect story elements and the use of cognitive and affective language. More subtle differences within the domain of causal language were evident in ASD parents. Parallel patterns in the ASD and sibling groups were also found for gaze during narration. Findings implicate causal language as a critical narrative skill that is impacted in ASD and may be reflective of ASD genetic influence in relatives. Gaze patterns during narration suggest similar attentional mechanisms associated with narrative among ASD families.

Dance/movement interventions and students with exceptionalities: A critical review

This critical narrative review presents findings of physical activity interventions involving dance/movement for students with exceptionalities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including exceptionality. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and exceptionality categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including exceptionality. Positive outcomes of dance/movement interventions for students with exceptionalities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than exceptionality category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersectional identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities.