Narrative Pedagogy Research Articles

How to help your depressed friend? The effects of interactive health narratives on cognitive and transformative learning

Using narratives is an important communication strategy in mental health campaigns to empower readers to adequately help people suffering from depression. These narratives could be enhanced by giving readers agency to make choices on behalf of the main character that noticeably affect the narrative. Yet, few studies have explored the effects of these choices. This study investigated the effects of agency in an interactive digital narrative (IDN) about depression on cognitive and transformative learning. In two experimental, between-subjects design studies, the learning outcomes of a traditional (without agency) and interactive version (with agency) of a narrative about depression were compared. The mediating roles of identification, transportation and intrinsic motivation were also considered. In experiment 1 (N= 216), no effects of agency on cognitive learning, intrinsic motivation, identification or transportation were found. After better embedding learning content and increasing the choices' meaningfulness in the narrative of experiment 2 (N= 155), agency positively affected transformative learning but not cognitive learning. The effect on transformative learning was mediated by identification with the character. These results suggest that agency in educational narratives about depression increases identification with caretakers and reflection on how to approach people with depression sensibly. Implications of these results are discussed.

PERSPECTIVAS DE LA EDUCACIÓN FORMAL CON INFANCIAS ANTE EL COVID-19: EL CONTEXTO DE CHIAPAS

ABSTRACT This article recovers the narratives of preschool and elementary education teachers in Chiapas, Mexico, through which describes and analyzes how educational processes are developing with children of rural and indigenous communities in the pandemic. The teachers narrate their personal and teaching experiences as complex, impregnated with negative emotions, as well as the difficult interactions with parents in the negotiation of formal educational practice to develop at home, and report social inequality and its impact on children’s educational attention.

No Longer an "academically inferior, church-controlled southern school": How Transylvania College Found Success After World War II

No Longer an "academically inferior, church-controlled southern school"How Transylvania College Found Success After World War II Jonathan Tyler Baker (bio) The growth of colleges and universities—as well as their enrollments—in the decade after World War II, due largely to the G.I. Bill, is well documented.1 While students poured into college classrooms to receive an education suited to their occupational aspirations, in the 1950s, the purpose of a college education in the United States had a new requirement. The federal government and leading universities declared a need for students to use their education to uphold the economy, be good citizens, and produce knowledge to fight the Cold War.2 Despite the fact that students had more control over their academic experience, the purpose of American higher education was [End Page 33] educating students with professional skills so they could enter the workforce and be productive members of the U.S. economy.3 Most public colleges and universities in the United States reacted to the revised purpose of higher education by introducing new subjects in the social sciences, humanities, and natural sciences through required general education courses. A number of these changes stemmed directly from Harvard University's 1945 "Committee on the Objectives of a General Education in a Free Society" report about the need for required general education courses. The report's author, Harvard President James Bryant Conant, argued that "general education," is an "education in a common heritage and toward a common citizenship" that creates an "increased skill in analysis and expression, in the capacity to deal with general ideas and to make and defend value-judgments."4 In Conant's idea of a general education program, students would take the same lower-level course in the humanities and social sciences; two courses (typically biology and chemistry) in natural science; and three courses outside of their department of concentration, with two of those classes outside of the department's academic division.5 As early as 1950, the distinction between public and private, university and college, liberal arts and pre-professional training curriculums, became blurred as higher education came to adopt general education programs. According to one researcher in 1965, academic programs in American higher education in the 1950s started to encompass "the greatest possible variety of subject matters."6 As a result, newly developed curriculum in American higher education was nearly universal and focused on helping students understand and solve problems in the contemporary world that [End Page 34] combined "vocational preparation with the knowledge of social foundations from the vantage point of multiple perspectives."7 What is missing from the well-known story of American higher education in the decades after World War II, however, is how liberal arts colleges weathered the blurring of their curriculum and the distinction as private, often religiously affiliated, institutions. In many cases, the classics were replaced by the humanities; the scientific method of inquiry took the place of hermeneutics; and the social sciences became a core of curricula across the country. And the changes were not isolated to the curriculum.8 Administrators, particularly liberal arts college presidents, went from being symbolic leaders with connections to the institution's denominational affiliation to policy-oriented fundraisers responsible for growing the endowment and paying for new facilities.9 Exploring this topic means another addition to the narrative of American higher education in the decade following World War II, but it also creates a much-needed vehicle to explore the modern issues of identity and purpose facing the liberal arts college. Understanding the evolving nature of the liberal arts college in the decade after World War II may prompt further discussions about how institutions adapt in an era of profound change in American higher education brought on by the digital revolution and a post-industrial economy.10 Such [End Page 35] an idea is not unfounded. Administrators of liberal arts colleges were thinking the same things seventy-five-years ago as they sought to "make their colleges become alive to the world of the present time."11 Transylvania University illustrates the capability of liberal arts colleges to successfully adapt to a changing higher education landscape. Located in Lexington, Kentucky, Transylvania became...

How do we achieve good education in wound care and tissue viability services?

British Journal of Community NursingVol. 27, No. Sup12 Clinical CommentHow do we achieve good education in wound care and tissue viability services?Alison SchofieldAlison SchofieldE-mail Address: [email protected]Clinical Manager, Mole Digital; Honorary Tissue Viability Nurse, York and Scarborough NHS Foundation TrustSearch for more papers by this authorAlison SchofieldPublished Online:15 Dec 2022https://doi.org/10.12968/bjcn.2022.27.Sup12.S24AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Adderley U. National Wound Care Strategy update: online education resources for all. Wounds UK. 2022; 18(2):72–73 Google ScholarAlterio M, McDrury J. Learning through storytelling in higher education: using reflection and experience to improve learning. Routledge; 2003 Crossref, Google ScholarBenner P. From novice to expert. Menlo Park. CA:Adaison-Wesley; 1984 Crossref, Google ScholarFosnot C. Constructivism: theory, perspectives and practice. New York: Teachers College; 1996 Google ScholarFried R. The passionate teacher. Boston: Beacon Press; 1995 Google ScholarHolloway S. Growing a specialism through education: wound care education 5 years on. Wounds UK. 2019; 15(4):20–25 Google ScholarHolloway S. Embedding wound management education into existing curricula. Wounds UK. 2020; 16(3):10–12 Google ScholarJarvis P. Adult learning in the social context. Routledge: Oxford; 2011 Google ScholarNHS Business Service Authority. NHS learning support fund (LSF). 2022. https://www.nhsbsa.nhs.uk/nhs-learning-support-fund-lsf. (accessed 3 October 2022) Google ScholarNoddings N, Witherell C. Epilogue: themes remembered and foreseen. In: WitherellNoddings (eds). Stories lives tell: narrative and dialogue in education. New York: Teachers College Press; 1991 Google ScholarNursing and Midwifery Council. The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code/ (accessed 1 November 2022) Google ScholarOusey K, Sollitt F, Rigby M. Supporting tissue viability by developing business knowledge and skills. Wounds UK. 2019; 15(5):66–69 Google ScholarReason P, Hawkins P. Story telling as inquiry. In: Reason P (ed). Human inquiry in action: developments in new paradigm research. London: Sage Publications; 1988 Google ScholarRoyal College of Nursing. Frequently asked questions: education grants. 2022. https://rcnfoundation.rcn.org.uk/Apply-For-Funding/Educational-grants/FAQ-Education-Grants. (accessed 1 November 2022) Google ScholarSchofield A. What have tissue viability services learnt from the coronavirus pandemic? Nurs Times. 2021; 117(3):23–25. https://cdn.ps.emap.com/wp-content/uploads/sites/3/2021/02/210224-What-have-tissue-viability-services-learnt-from-the-coronavirus-pandemic.pdf Google ScholarThe British Association of Urology Nurses. The British Association of Urology Nurses. 2022. https://www.baun.co.uk/ (accessed 1 November 2022) Google ScholarThe Queens Nursing Institute. The Queen’s Nursing Institute. 2022. https://qni.org.uk/ (accessed 1 November 2022) Google Scholar FiguresReferencesRelatedDetails 1 December 2022Volume 27Issue Sup12ISSN (print): 1462-4753ISSN (online): 2052-2215 Metrics History Published online 15 December 2022 Published in print 1 December 2022 Information© MA Healthcare LimitedPDF download

On the Problems and Solutions of Professional Ethics Education of Normal Students from Educational Narrative Research

Professional ethics is the core quality of teachers. Teachers' professional ethics education for normal students is a problem that society, universities and normal students must attach great importance. This paper uses narrative research to study the professional ethics education of outstanding normal students. Firstly, it expounds the connotation of narrative research. Secondly, in the form of interviews and narrations, the paper selects five normal students of 5 different majors from 4 different universities and named respectively A, B, C, D and E as the objects, to investigate the current situation of professional ethics education for college normal students, and to sort out some existing problems. Further, we delivered the questionnaires to broaden the scope of research. It is found that the way of professional ethics education for normal university students is single, mainly in class; the contents are boring, lacking of innovation; some normal students' consciousness of professional ethics is weak. So the effect of education needs to be improved urgently. The causes of these existing problems are also analyzed further. And some relative solutions have been proposed. It is expected to promote the development of professional ethics education for outstanding normal students.

Exploration on Cultivating the Situational Ability of Nursing Students in Nursing Teaching

Exploration on cultivating the situational ability of nursing students in nursing teaching is the research focus of this study. On the basis of material development, it is necessary to design a complete set of narrative nursing teaching implementation plan for how teachers use narrative nursing materials and what kind of operating procedures to implement nursing narrative teaching, so as to provide teachers with creative design of classroom teaching. Hence, this paper considers the combination of the existing efficient work, there are many discussions on the influencing factors and related factors of nurses' emotional domain ability, but there is a lack of discussion on its constituent elements, and it is necessary to formulate evaluation indicators in a targeted manner, then, we provide the suggestions and also countermeasures.

Tacit Un-Knowledge Among Professionals Dealing with Sexual Abuse of Children and Adults with Intellectual Disabilities

In this paper, we are discussing the question of particular attitudes expressed by the professionals (teachers and therapists) in the context of sexual abuse of people (including children) with intellectual disabilities (ID) which we identify as tacit un-knowledge. Drawing from the concept of tacit knowledge introduced by Michael Po-lanyi we are looking closely into some sort of professional passivity and indulgence in reacting to the sexual abuse of people with ID and lack of adequate professional education and training on the other hand. These observations led us to formulate a Polanyi-inspired notion of un-knowledge expressed as a culture-based response to directly or indirectly reported incidents of sexual abuse of people with ID. Data discussed in this paper is a part of a broader research project on sexual abuse of people with disabilities in the narratives of teachers and therapists conducted by one of the authors. The authors declare that they have no known competing financial interests or personal relation-ships that could have appeared to influence the work reported in this article.

We-Relation: Narratives of Emergence, Education and Resistance

The educational landscape and curriculum are shifting tremendously as educators attempt to grapple with systemic and global issues, growing divisions, humanitarian crises, institutional and political violence, racial and religious injustices, and righteous and dangerous resistance which are surfacing during these intense times brought forth by the COVID-19 pandemic. Presently, educators face many frustrations and disappointments whereby working to create needed change becomes inevitable. In this position paper Momina and Irteqa as mother and daughter, Canadian Muslim women of South Asian ethnic decent, writers, poets, and critical scholars, share the truth of our knowing as an alternative way of knowing and initiating dialogue. By breaking the silence on oppressive systems and ideologies and reimagining and renegotiating curriculum, pedagogy, histories, and epistemologies from racialized perspectives we can transcend our collective suffering.

Unpolicing Childhood: Cultural Approaches to Anti-Child Disciplinary Violence in the Elementary Setting

Nineteenth century western beliefs about race and gender ushered in the concept of othering, in which non-white individuals were viewed and treated as subhuman and dangerous. Concurrently, the shifting concept of childhood buttressed the notion that innocence and purity were qualities most associated with and demonstrated by children from the dominant culture. As organizations tend to reflect societal values, beliefs and fears, school became a major institution designed to mold children into responsible and moral citizens. This symbolic social contract between society and school has come to reinforce childism--a form of oppression against children who have been othered. We assert that in schools, childism is evidenced as anti-Blackness and anti-Black child sexism. In this paper, we examine childism and share the narratives of Black elementary educators who resisted anti-Black childism and disrupted disciplinary violence in the elementary setting with cultural approaches.

The Students’ Perception on Teaching Narrative Writing Skills through Contextual Teaching and Learning (CTL) Approach

This study aims to investigate the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach. This study employed a quasi- experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing. It can be concluded that the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach have highly positive perception. As recommendation can work at all levels of students’ capability. The implementation of Contextual Teaching and Learning approach can be successful if it is implemented with the appropriate material based on students’ level.

“If I was better at managing all this”: The role of neoliberal logic in framing one teacher's narratives about accountability

Neoliberalism influences teaching not only through educational policies like high-stakes testing but also through more fundamentally shaping understandings of teaching and learning. This case study explores how neoliberalism framed the sense-making of one critically-oriented teacher in an accountability-constrained school through a discursive analysis of her teaching narratives. While documenting the teacher's consistent critique of accountability policies like high-stakes testing, the analysis also identifies the more insidious ways neoliberal logic shaped her thinking through frames of individual responsibility and of equating neoliberalism with reality. These findings suggest implications for how critically-oriented teacher educators and researchers consider teacher agency and resistance.

The ethical costs of using higher education for economic mobility

A great deal of recent scholarship on economically disadvantaged students and higher education works under the foundational assumption that going to college can and/or should serve the goal of economic mobility. This article considers a cost of using higher education for this purpose – specifically, the impact on the decision-making of poor students. I argue that the narrative of higher education for economic mobility places poor students in a problematically restrictive normative framework as compared with their wealthier peers in which decisions involving the pursuit of future economic goods change from matters of preference into ethical dilemmas. In turn, poor students are forced into a narrow cost–benefit, consequentialist mode of decision-making. This is especially problematic because higher education for many students is a transformative experience – a type of experience which is particularly unsuited to consequentialist reasoning. The solution involves reframing the way in which we think about decision-making in higher education, which is at least partially contingent on increasing social supports to shift the burdens of poverty off individual students.

Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice

In this research article, the authors examine the intersections of culturally sustaining pedagogy and critical family engagement to explore the possibilities for equitable family-school partnerships in urban schools. Based on the common values of trusting and caring relationships and power disruption within those fields, as well as data from a multi-year qualitative study of teachers and their relationships with students’ families, the authors introduce the framework of teacher-family solidarity. The framework challenges traditional conceptions of parent-teacher relationships, and the supporting narratives of teachers and parent/caregivers illustrate that teacher-family solidarity should become an indispensable part of culturally sustaining pedagogy and practice.

Narratives in the educational process of critical thinking

In modern higher education, the number of educational programs aimed at improving the quality of thinking, reasoning abilities, and creativity is growing. The campus course «Logic and Critical Thinking» is aimed at improving the intellectual dispositions of students involved in the professional and personal sphere. Narrative in the educational process is considered as a didactic technique in teaching logic and critical thinking. The purpose of the article is to analyze the narrative as a supporting construct of the emerging discursive model, to study the possibility of the narrative as a role model in the process of forming their own mental practice of the project participants. The flexible narrative model used for interpretation is designed to awaken the deep curiosity of the student, the subjective need to solve logical problems and form the skill to think critically. The author studies the experience of narrative in the concept of an oral narrative of such a form of education as a seminar lesson. The trigger mechanism of students’ reflexive activity is a narrative text, the value of the narrative is shown in the recognition of qualitative questions, their clear formulation and the direction of their own research. It is concluded that an effective pedagogical narrative is content-variable and subject-oriented. Narrativization of the educational process is important not only for the development of critical thinking of students, but also for the teacher who reflects on the issues of building a more effective educational strategy.

Social justice teacher education and culturally democratic Pedagogy: el camino se hace caminando

As a commentary text to Antonia Darder’s “Reflections on Cultural Democracy and Schooling”, this text is a reflection on how the author, as a teacher educator working in language teacher education, has been influenced by Darder’s thinking, namely on her work on bicultural education and on culturally democratic pedagogy. It seeks to evidence how Portuguese (im)migrant students and students from ethnolinguistic minorities are perceived as subaltern students in Portuguese public schools and the role (language) teacher preparation plays in counteracting power imbalances and transforming pedagogy for these students. Some examples from student teacher narratives are presented, to illustrate how social justice teacher education is developed in the author’s practice, in order to decolonize a neoliberal hegemonic perspective in pedagogy and in teacher education in Portuguese schools.

Resilience Processes Facilitating School Re-Entry among Rural Female High School Learners in South Africa

School dropout is a concern globally. In South Africa, approximately 60 per cent of young adults drop out before completing secondary school. Although much is known about school dropout, little is known about the factors that enable some learners to re-enter education after a period of dropout. In this qualitative descriptive study with 12 adolescent female learners from a rural school in Mpumalanga, South Africa, we sought to understand the social-ecological resilience processes that facilitated their re-entry after one to two years of dropout. The findings indicated several personal and relational resilience processes, including the learners’ desire for success and others’ encouragement of learners to focus on the future. Informed by the resilience and push–pull theories, the findings suggest that a collective narrative of education as being key to one’s future was powerful in facilitating educational re-entry. We argue that school social workers could cultivate this narrative to prevent school dropout and to facilitate the re-entry of dropped-out learners back into school.

Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners

This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with culturally and linguistically diverse (CLD) students. This reflection spurred conversations and strategies for how they could support CLD students better in the future through the creation of caring and supportive classroom environments to promote social justice.

Applying design narrative and image structure to explore design students’ learning performance

ABSTRACT This paper aims to explore the narrative expression skill of design students through manipulating image structure. Moreover, narrative expression is the skill of interpreting design with narrative. The study is a classroom experiment conducted naturally, and the experimental data is obtained and analysed by quantitative analysis. We found differences in students’ narrative tendencies and richness in overall narrative expression. The teaching and training of design narrative can effectively help students familiarise themselves with the design process and personal skill integration and encourage students to pay attention to the design of elements and content. This will improve students’ design competencies under skills different from technology. The paper concludes that students must improve and integrate design competencies through practical methods under other narrative tendencies. Furthermore, the lecturer can explore and adjust design teaching through design narrative training to strengthen or balance students’ design performance competency.

Colombian university journalism as a virtual stage for transitions toward acts of memory and peace

This article is concerned with narrating the research-creation experience that emerged from the CAPAZ project (Analytical Center for University Productions in the Framework of Conflict). It aims to account for the emergence of the transmedia web platform “RUTAS: University Peace Stories in Colombia,” based on the analysis of the media representations produced by the national opinion sector of university journalism that are concerned with peace narratives from 2000 to 2021. A mixed methodological approach and an experimental scheme with Big Data techniques derived from an automated lexicometric analysis led to the implementation of a strategy for creating pedagogical narratives that categorized the results obtained. Thus, RUTAS was born as an exercise involving the deployment of knowledge and creative skills around the notions of design as a possibility and hypermediality as a scenario of digital and interactive stories, housed in virtual, cultural, and open platforms that would give rise to multiple representations and media appropriations in the field of communication and education.

Graduate Nurse Educator Students' Perceptions of the Use of Narrative Pedagogy in Online Learning: A Pilot Study.

This pilot study explored graduate nurse educator students' perceptions of the application of narrative pedagogy in an online environment. Four major themes were identified in 15 student discussion posts: adapting challenges, increasing digital human interactions, enabling strategies, and creating a partnership for learning. Results illustrate how integrating narrative pedagogy into online classes enables a transformation of student thinking and learning by providing alternate ways for nurse educators to promote active learning.