Narrative Dialogue Research Articles

Fighting talk

ABSTRACT This essay explores the use of theatrical dramatic techniques in the creative analysis and development of prose narrative dialogue. Using the key exemplar ‘Rosmersholm’ by Henrik Ibsen, the playscript is excerpted and glossed using fencing terminology to anatomize the emotional cartography of sequences. Opportunity is provided for readers to provide their own analyses and interpretations. ‘Fighting Talk’ moves on to expand the methodology explicated by considering non-verbal variations to characters’ dialogue, and provides an appendix of recommendations of suitable playscripts which might be employed in teaching creative writing via this approach.

Experience and dialogue in museographic narratives

Experience and dialogue in museographic narratives

MUKJIZAT NARATOLOGIS: STUDI ANDRAGOGI ATAS KISAH MUSA-KHIDR DALAM SURAH AL-KAHFI 60-82

This study wants to explore the story of Prophet Moses and Khidr as figures of adult education in the perspective of Islamic education. The main issue of this study is how the concept of adult education in the perspective of Islamic education is able to increase the spectrum space of andragogical education. By using content analysis and narrative approaches that are primarily sourced QS. al-Kahfi: 60-82, this study seeks to show the values of Islamic education that are based on the theory of andragogical education. The characterization of Moses and Khidr as a figure of andragogical education is: Moses is present as the subject of andragogical education which has a sense of curiosity and Khidr as an object, a figure who has ladunni knowledge and high spiritual abilities. Through the method of lecture, discussion and demonstration, Musa-Khidr's narrative dialogue shows adult learning that contains the values of Islamic education, namely the moral value between teacher and student and morality in learning. The implication of this paper is an effort to contribute to scientific repertoire in the world of education as one of the dimensions of the naratological miracles of the Qoran.

Experience-based learning: junior medical students' reflections on end-of-life care.

Experience-based learning may contribute to confidence, competence and professional identity; early experiences may be particularly formative. This study explored how pre-clinical students make sense of their participation in the provision of end-of-life care within community settings. We performed dialogic narrative analysis on essays written by junior medical students in New Zealand. Students had reflected on their participation as assistant caregivers in nursing homes, contributing to the personal care of the elderly residents who lived there. Essays had been submitted to a reflective writing competition that was run separately from the students' medical studies. We analysed five essays about nursing placements, focusing on students' stories about their engagement with residents who were suffering or were receiving end-of-life care. In their essays, students wrote about powerful and at times intense learning experiences during these early clinical attachments; their attitudes to death and dying were both highlighted and changed. Allied health professionals (e.g. caregivers) provided important support for student learning, especially in relation to seminal encounters such as those occurring in the course of providing end-of-life care. Support increased students' participation and confidence. Reflective writing helped students make sense of their learning and led them to think about their own professional identities, even in the absence of observing or working with doctors in those settings. Students' reflections revealed that they tend to filter their learning experiences through the lens of future doctoring, especially when involved in challenging clinical situations. Although medical schools have limited influence on interprofessional relationships or mentoringwithin the environment of community hospitals, support from other staff can help junior students make the most of their engagement in end-of-life care. In-depth reflection may facilitate the links between experience-based learning and students' emerging ideas about their ownprofessional identities, but the underlying mechanisms need further exploration.

Exploring the Role of Videos in Medical Education Curriculum: A Two Year Study in Cardiothoracic Anatomy

Anatomy education in medical schools has evolved since the Flexnor report of 1910 with traditional resources of cadaveric dissections, prosected specimens, lectures, anatomy textbooks, atlases and now, included in this range of assets are radiologic images and an increasing number of anatomical videos. Multiple studies have been conducted on the effectiveness of integrated anatomy videos as the preparatory pre‐requisite resource prior to laboratory. Studies have shown that anatomy videos, specifically short two to three minute clips, are the most accepted introductory and/or summary method preferred by students. Anatomical videos have seen a major increase on websites (e.g., YouTube and internet resources), but further research is required on how best to utilize these videos to their full potential in the gross anatomy curriculum. We report on our two year SUNY Downstate findings (2017–2018) on the creation of four detailed student‐driven videos that covered the anatomy of the thorax that included the anterior chest wall (Part I), lungs (Part II), heart (Part III), and posterior mediastinum (Part IV). The videos, designed to match Downstate anatomy curriculum with a narrative dialogue that totaled twenty‐six minutes in length, were offered as a supplemental learning resource to the Class of 2020 and 2021 via Panopto software that provides video content management through Blackboard. The survey given to the 2021 class after the summative exam showed 99% of the 2021 class responders recommended these videos to future classes and 98% of students reported that these videos were necessary to best prepare for the practical exams. Quantitative results recorded by Panopto showed an average of 151 out of 204 unique users utilized this resource totaling 961 views resulting in 5952 total minutes viewed within one week of access to the videos. Our findings suggest that students found the anatomy videos indispensible to their learning with a majority viewing the videos multiple times, strengthening the value and utility of the resource. In an era of increasing number of medical education resources, we are striving towards remodeling our Integrative Pathways Curriculum by implementing concise anatomy videos to best benefit our medical students.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Beyond autonomy and care: Experiences of ambivalent abortion seekers.

While being prepared for abortions, some women experience decisional ambivalence during their encounters with health personnel at the hospital. Women's experiences with these encounters have rarely been examined. The objective of this study was to explore ambivalent abortion-seeking women's experiences of their encounters with health personnel. The data were collected in individual interviews and analysed with dialogical narrative analyses. A total of 13 women (aged 18-36 years), who were uncertain of whether to terminate their pregnancies during the first trimester, were interviewed before and after they made their decisions. The participants were recruited at six Norwegian outpatient clinics. Approval was granted by the Regional Committee for Medical and Health Research Ethics. The ambivalent pregnant women sought to make autonomous decisions while simultaneously involving their closest confidants and health personnel in the process. The following three types of narratives of women's experiences with encounters with health personnel were identified: the respected women; the identified women; and the abandoned women. The findings are discussed in terms of the ambivalent pregnant woman's autonomous responsibility in considering an abortion and how her autonomy can be enabled or impaired during encounters with health personnel. Although the women considered themselves autonomous and responsible for their final decisions, they wished health personnel were involved in their situations. The health personnel contributed by enabling or disabling the possibility of decision-making in accordance with the women's values. The findings indicate that health personnel who care for women considering abortions must be trained in dialogical competence.

Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia

This study reports the examination of the professionalism of a local English teacher in Sabah, Malaysia, through dialogic narrative inquiry. The purpose of this examination is to understand ways in which professionalism of a local English teacher in a setting where English is minimally spoken is enacted in light of different social entities and objects, as well as prescriptive expectations. Narratives from the teacher, Misha, concerning her teaching were collected over seven months. Subsequently, the narratives were restoried by the researcher and Misha over four months, resulting in narrative constellations which described variables that affected Misha professionally. The constellations are Misha’s self, her students, her colleagues and the English Teaching Assistant, as well as the prescribed materials and pedagogy. The findings support the notion that teacher professionalism is a dynamic and multi-faceted construct. Furthermore, the study provides an avenue for the legitimization of an English language teacher through thoughts and actions reflected through narratives. Keywords: Local English teacher; dialogic narrative inquiry; narrative constellation; teacher professionalism; teacher identity

Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.

Diaspora in dialogue: Zimbabwean artists in South Africa

In the last two decades, a continuous migration of people into South Africa from Zimbabwe has increasingly foregrounded intractable philosophical questions concerning the complexities of “displacement”, and “place”, inherent to which are notions of “national identity” (the autochthonous and different peoples) and “home”. Neatly distanced academic reflections often reduce the Zimbabwean migration story to measurable motivations and statistics, and disturbingly, do little to check violently xenophobic associations between émigrés and malignant tropes of societal decay. In this paper, I propose an alternative view, based on the belief that personal narrative and self-reflexive dialogue regarding art-making and its exigencies hold the potential to produce a deeper philosophical insight into the increasingly diasporic human condition, which is needed both to undo malicious stereotyping and to validate the contributions made by migrant identities to the decolonial project. The article engages with three Zimbabwean artists living and working in post-apartheid South Africa, Ronald Muchatuta, Gerald Machona and Vulindlela Nyoni. Just as our artworks act as invitations to enter into difficult, heterotopic spaces, I invite you into a self-reflective textual space that enacts the ambivalence and uncertainty at the beginning of an investigation in which questions are generated. My aim is not to offer neatly packaged answers, but to open the reader, through the text as artwork, to an experience of the dialogical fissures, gaps, silences and contradictions that (in a way foreclosed to any coherent account) reveal the traumatic ambivalence of diaspora experiences in the moment of “being unspoken”.

MARIA DE NAZARÉ: MODELO DE DISCIPULADO CRISTÃO (LC 1,26-56) – NARRAÇÃO DA FÉ DE UMA PEQUENINA

RESUMO: A figura de Maria, no início da catequese lucana, tem uma importante função narrativa: apresentá-la como modelo dos discípulos de Jesus de Nazaré. Maria encarna aquilo que os discípulos são chamados a ser, ao se deixarem conduzir pelo Mestre, ao longo do evangelho. Lc 1,26-56 descreve a dinâmica da fé de uma “pequenina”, que se reconhece “humilde serva”, sem qualquer importância sociorreligiosa, em quem o Senhor “fez grandes coisas”. Este artigo explicita as grandes linhas da fé da “pequenina” Maria de Nazaré, enquanto serva do Senhor e servidora do próximo, em cuja vida contemplação e ação se entrecruzam e cuja fé é proclamada no Magnificat. A narração do diálogo com a prima Isabel descreve duas “pequeninas” expressando sua fé no Deus de Israel, atento aos empobrecidos e marginalizados da história. A perícope lucana estudada fala das periferias como lugar privilegiado da fé e os pobres como os mais aptos para compreender a ação de Deus em favor da humanidade carente de salvação.ABSTRACT: The figure of Mary, in the beginning of the Lukan catechesis, has an important narrative role: to present her as the model for the disciples of Jesus of Nazareth. Mary embodies what the disciples are called to be, as they let themselves guided by the Master throughout the gospel. Luke 1: 26-56 describes the dynamics of the faith of a “liale one”, who recognizes herself as a “humble servant,” without any socio-religious importance, in whom the Lord “did great things”. This article explains the deep aspects of faith of the “liale” Mary of Nazareth, as servant of the Lord and servant of the neighbor, in whom contemplation and action intertwine and whose faith is proclaimed in the Magnificat. The narrative dialogue with her cousin Elizabeth describes about the two “liale ones” expressing their faith in the God of Israel who is aaentive to the disadvantaged and marginalized of the history. The selected Lukan pericope speaks of the peripheries as the privileged places of faith and the poor as the most apt to understand the action of God in favor of the humanity which is in need of salvation.

Future dialogue and projective entrepreneurial storytelling

In this paper, we examine how entrepreneurs use multiple future story structures within dialogue to shape growth plans for their ventures. We apply dialogic narrative approach to fieldwork material...

Disruptive Solidarity or Solidarity Disrupted? A Dialogical Narrative Analysis of Economically Vulnerable Older Adults' Efforts to Age in Place with Pets.

Over one-third of older adults in many countries have a companion animal, and pets may harbor health-promoting potential. Few studies have considered pet-ownership in relation to economic vulnerability, and pet-ownership has not been often considered within policy efforts to promote ageing-in-place. We conducted a mixed methods case study to understand perspectives of both community agencies that support ageing-in-place and older adults themselves. A shortage of affordable, appropriate pet-friendly housing emerged as a challenge, even when framed as a legitimate choice and preference for many older adults. In this manuscript, we share the trajectories of three economically vulnerable older adults whose affordable housing needs became entangled with commitments to pets. Guided by dialogical narrative methodology, we offer each narrative as a short vignette to (i) illustrate the extent to which older adults will practice 'more-than-human solidarity' for a pet, even when their own well-being is compromised as a result; and (ii) highlight incongruence between the underlying moral values that shape solidaristic practices of individuals versus solidaristic arrangements that shape affordable housing opportunities. We suggest that housing rules and legislation that disrupt, rather than confirm, more-than-human solidarity may render older adults susceptible to, rather than protected from, deteriorating physical, mental and social well-being. We propose that collective solidaristic practices must reflect and subsume the moral complexity of solidarity practiced by individuals, to enable fair and equitable ageing-in-place.

Avatars de Raphaël Hythlodée, ou l'influence de l'Utopiede Thomas More dans le roman portugais contemporain

L'histoire de la réception littéraire de l'Utopie de Thomas More au Portugal a été une histoire d'omissions, de censures et de traductions différées qui met en évidence un défaut dans le système culturel portugais. En effet, il est quelque peu ironique qu'une œuvre aussi représentative de la littérature et de la pensée occidentale, historiquement associée à l'ouverture des horizons géographiques du monde, et qui attribue au personnage d'un marin lusitanien, Raphaël Hythlodée, la découverte d'un lieu idéal, n'a été traduite en portugais que dans la seconde moitié du vingtième siècle. Cependant, la première décennie du vingt-et-unième siècle semble annoncer une fortune littéraire plus favorable à l'Utopie de More dans la langue portugaise: non seulement une édition du chef d'œuvre de More a finalement été traduite du latin, mais aussi deux romans ont été publiés en 2004, A lenda de Martim Regos, de Pedro Canais, et Rafael, de Manuel Alegre. Dans le cadre de leurs propres déroulements narratifs, les deux œuvres réaccentuent les traits complexes du personnage du marin portugais et découvreur de l'île idéale. La même réinvention du personnage de Raphaël avait déjà été tentée, en 1998, par José V. de Pina Martins dans son long récit dialogique Utopia III. Dans cet essai, je me concentrerai à la fois sur les sources documentaires liées à la culture portugaise qui sont à la base de l'Utopie de More et sur certains aspects pertinents de la réception du personnage de Raphaël Hythlodée dans les romans susmentionnés.

Postclassicism, Disturbed Philology and Kleist’s Fencing Bear

This article reads Kleist’s narrative dialogue essay ‘Über das Marionettentheater’ (1810) as a text that is instructive for scholars examining the culture of classical education and the disciplines of knowing, interpreting and reading around 1800. This means mobilizing Kleist as a disruptive guide to emblematic tropes of disciplinary enquiry and pedagogy, especially those glossed on the Platonic desire for knowledge. What Földényi called a drama of ‘disturbed erotics’ is thus also a drama of ‘disturbed philology’. It is, at the same time, a reminder that the structures of artistic and literary classicism around 1800 are closely bound up with the structures of classical knowledge and its increasingly professionalized practices, especially in light of their emphasis on teaching, understanding and ‘Bildung’.

Above chaos, quest, and restitution: narrative experiences of African immigrant youth\u2019s settlement in Canada

BackgroundAfrican Immigrant and refugee youth represent an increasing group of newcomers in Canada. Upon their immigration, youth experience challenges that have the potential to lead to poor health, yet little is known about their settlement journey. Accordingly, this qualitative study examines the settlement journey of African immigrant and refugee youth with a focus on how their experiences were shaped by the social determinants of health.MethodsWe conducted a total of 70 interviews with 52 immigrant and refugee youth (ages 13–29 years) who had arrived in Canada in the preceding six years. Qualitative data was analyzed using Frank’s dialogical narrative analysis approach (Frank AW, Practicing Dialogical Narrative Analysis. In: Varieties of Narrative Analysis, 2016).ResultsYouth experienced different settlement journeys that are described in the three narrative typologies of chaos, quest, and restitution. The chaos narrative of a long road ahead revealed the themes of ‘facing challenges’ and ‘still the outsider.’ The quest narrative of not there yet was represented by the themes of ‘stepping out of your comfort zone’ and ‘being relentless.’ The theme of ‘supportive environments’ depicted the restitution narrative of dreams become a reality. Youth highlighted the impact of social determinants of health in their settlement.ConclusionYouth experienced different settlement journeys that were mired in chaos and challenges. However, youth were more likely to experience restitution when they received social support and found a sense of belonging. In future, policies and programs that seek to improve immigrant and refugee youth’s settlement experiences need to be multifaceted, offer more support and promote a sense of belonging.

Indigenous science (fiction) for the Anthropocene: Ancestral dystopias and fantasies of climate change crises

Portrayals of the Anthropocene period are often dystopian or post-apocalyptic narratives of climate crises that will leave humans in horrific science-fiction scenarios. Such narratives can erase certain populations, such as Indigenous peoples, who approach climate change having already been through transformations of their societies induced by colonial violence. This essay discusses how some Indigenous perspectives on climate change can situate the present time as already dystopian. Instead of dread of an impending crisis, Indigenous approaches to climate change are motivated through dialogic narratives with descendants and ancestors. In some cases, these narratives are like science fiction in which Indigenous peoples work to empower their own protagonists to address contemporary challenges. Yet within literature on climate change and the Anthropocene, Indigenous peoples often get placed in historical categories designed by nonIndigenous persons, such as the Holocene. In some cases, these categories serve as the backdrop for allies' narratives that privilege themselves as the protagonists who will save Indigenous peoples from colonial violence and the climate crisis. I speculate that this tendency among allies could possibly be related to their sometimes denying that they are living in times their ancestors would have likely fantasized about. I will show how this denial threatens allies' capacities to build coalitions with Indigenous peoples. Inuit culture is based on the ice, the snow and the cold…. It is the speed and intensity in which change has occurred and continues to occur that is a big factor why we are having trouble with adapting to certain situations. Climate change is yet another rapid assault on our way of life. It cannot be separated from the first waves of changes and assaults at the very core of the human spirit that have come our way. Just as we are recognizing and understanding the first waves of change … our environment and climate now gets threatened. Sheila Watt-Cloutier, interviewed by the Ottawa Citizen. (Robb, 2015) In North America many Indigenous traditions tell us that reality is more than just facts and figures collected so that humankind might widely use resources. Rather, to know “it”—reality—requires respect for the relationships and relatives that constitute the complex web of life. I call this Indigenous realism, and it entails that we, members of humankind, accept our inalienable responsibilities as members of the planet's complex life system, as well as our inalienable rights. ( Wildcat, 2009 , xi) Within Māori ontological and cosmological paradigms it is impossible to conceive of the present and the future as separate and distinct from the past, for the past is constitutive of the present and, as such, is inherently reconstituted within the future. (Stewart-Harawira, 2005, 42) In fact, incorporating time travel, alternate realities, parallel universes and multiverses, and alternative histories is a hallmark of Native storytelling tradition, while viewing time as pasts, presents, and futures that flow together like currents in a navigable stream is central to Native epistemologies. ( Dillon, 2016a , 345)

A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language

With the growth of English worldwide there have been numerous calls for a paradigm shift from teaching English as foreign language to teaching English as an international language (EIL). While there is a growing body of conceptual literature for teaching EIL, the voices of teachers remain severely underrepresented in this movement. As such, current EIL research is missing the perspective of this key stakeholder, who is in a prime position to report ‘on-the-ground’ challenges of integrating EIL approaches into English language classrooms. This article addresses this gap by offering an in-depth joint autoethnography of two English language teachers, who actively experimented with EIL-informed pedagogy at universities in Japan and Thailand, and who provide very different tales of the resulting challenges and successes. Data was collected via a duoethnographic approach, an innovative methodology which presents two juxtaposing dialogic narratives in order to show readers in-depth, personal and autobiographical accounts from both teachers’ experiences. Analysis of these narratives provides an illustration of the issues surrounding the implementation of research-informed innovations into ELT classrooms. The findings are discussed in terms of whether teaching EIL is a possible reality, or whether it remains an ideological fantasy.

Imaginary Dialogue with John Deely

We live in a world of fact and a world of fancy, in the Peircean sense, telling real and imagined stories. In this Imaginary Dialogue with John Deely I compose narratives that integrate actual quotations from his seminal work and imaginative interpretation of our numerous conversations that took place over the years. Visiting John in May 2016 at the Latrobe Hospital and grieving his passing on January 7, 2017 were two cathartic and emancipating experiences that developed into this dialogical narrative as a commemorative manifestation of the exceptional life and the remarkable oeuvre of John Deely. It is inconceivable to separate Deely’s personal traits from his scholarly contributions as a great philosopher, semiotician, and a compassionate human being who not only graciously persevered through the semiotic paradox of life and death, but also gregariously played with many boundaries across space and time.

Narrative Interpretive Centers in Ray Bradbury’s Cistern: Exposing Internal and External Human Conflicts

In the light of the inevitable twinning of linguistic theory and literary critical interpretation and appreciation, Ray Bradbury's narrative techniques constitute his own thematic and aesthetic discourse. Bradbury’s stylistic narrative discourse evokes a set of narrative tools through which characters communicate ideas, thoughts, and feelings, creating aesthetic effects that appeal to readers. These blended artistic elements are interpreted in the light of theoretical fictional context of narrator-character, character-character, narrator-reader interactions. Exploring a web of narrative-characterization centers in Bradbury’s story Cistern, the paper sheds light on the centers of point of view, dialogic narrative technique, and thematic concerns that include internal and external conflicts. Meantime, the paper draws on Gerard Genette’s analytical method of study of narrative discourse, among others. Moreover, Bradbury's themato-narrative techniques offer a fresh interpretative community for understanding his narrative characterization centers and serve as a receptionist case study for scholars and critics of modern literary criticism. Article visualizations:

「口承文芸」の : 一義的な「話型」=「物語」から =「物語」へ、そして多義的な「話型」へ・覚書( 語りと場)

「口承文芸」の : 一義的な「話型」=「物語」から =「物語」へ、そして多義的な「話型」へ・覚書( 語りと場)