Narrative Pedagogy Research Articles

Pedagogical Approach to Intellectual Disability in The Case of A Sexually Abused 'Teen Mother'

This document gives attempts to highlight the perspective from the meeting of the triptych of concepts referring to gender, mental disability and sexuality inside and outside the family. Education narratives in film attempt to understand identity as expressed through the teaching of social skills to children and young people with disabilities, with some films observing the applicability of the pedagogical methodology of special educational needs observation by tracing individual stories of people over extended periods of time in their lives. Our study, therefore, focuses on a certain case of a teenage girl with an intellectual disability who has been sexually abused by her father. Her mother called her by the "nickname", "Monakrivi", "Precious" because she had unique "hidden" talents, which she tacitly recognized but also applauded, when she consented to her daughter's sexual relations her with her husband and father. In order to understand the pedagogical consideration of the individuality of the sixteen-year-old student who attends a special secondary school, as well as the necessity of implementing the intervention program [IP] of special education and training [SET], the pedagogical tool [Targeted, Individual Structured Inclusive Interventions Programs of Special Education and Training TISIPI f [SET] was used. Based on this reasoning, the positive aspects of mental disability in the young woman were investigated by approaching the pedagogical view of individuality in this particular case study. The "deficient" pedagogical culture regarding the meaning of sexual abuse and the predictability in the behaviour of children and young people was also examined. In conclusion, the pedagogical view of individuality [I] is related to the family and to the wider society, the position of the person with an intellectual disability in the school classroom, the understanding of the rules that govern inclusion in the group of peers even if he has suffered sexual abuse, but also to any other group. Targeted, individual structured differentiated inclusion instruction lends itself to the training of his social transactions, encouraging the individual to take active roles for his life.

Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education

AbstractHow teachers attend to and interpret positive relational interactions shapes how they enact instructional practices for equity. We draw on frameworks from equitable mathematics instruction, relational interactions, and teacher noticing to conceptualize mathematics teachers’ relational noticing. Using noticing interview and classroom observation data from a research collaborative between secondary mathematics teachers and university-based teacher educators, we document the range and diversity of ten teachers’ relational noticing. We use this analysis to examine how teachers’ relational noticing supports enacting equitable instructional practices. Our findings indicate five themes of teachers’ relational noticing that are informed by their personal histories, understanding of dominant narratives of mathematics education, and their local sociopolitical school context. Additionally, teachers enacted a range of practices for creating positive relational interactions, with attending to student thinking being the most enacted practice. Our findings suggest that mathematics teachers’ relational noticing can support the three axes of equitable instruction.

Research on the Application of Three-Line Spiritual Resources in Striving Spirit Education from the Perspective of Educational Narrative

Educational narrative method is a lively and interesting teaching method. The use of educational narrative method can put students in the center of the class, guide students to form positive thinking and emotions in the way of narrative description, and achieve the teaching objectives of the course. The third-line construction is a great strategy in the process of China's industrial construction from the 1960s to the 1980s, and the Third-line spiritual resources are the organic whole of all the material and spiritual products produced in the Third-line construction, including rich historical story materials, and are effective educational narrative resources. Based on the educational narrative perspective, the use of Third-line spiritual resources in the school struggle spirit education can promote the rich development of classroom teaching and help moral education to cultivate people.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Exploring the Affordances and Propensities of Multimodality in Narrative Pedagogies through Multimodal Ethnography

This paper seeks to reflect on the propensities and advantages of multimodality in teaching and learning, and its rich exploration through multimodal research. It will also report and reflect upon the findings of a small-scale multimodal ethnographic study that was conducted over one scholastic year. This investigated whether, and how, the use of multimodal creative productions can facilitate adolescents’ search for meaning through the re-configuration and re-imagination of life experiences shared in a classroom context. The pedagogical context of this research consisted of RE (Religious Education), and MLE (Media Literacy Education) classrooms, enabling an exploration into a possible fruitful dialogue between these two curricular subjects. Another related aim of this paper is to investigate how a narrative-hermeneutic approach to learning can facilitate meaning-making when applied to and through multimodal production tasks in RE and MLE. The results indicate that through multimodality, made possible by the advancement of creative digital technologies, narrative pedagogies can become more effective. This transpires from the fact that multimodality expands the range of resources available for students to construct and share their narratives, as it integrates the auditory, visual, gestural, linguistic, and spatial modes, augmenting the overall narrative experience. Moreover, this study shows that multimodality can facilitate meaning-making by promoting and nurturing a pedagogy for creative expression, a pedagogy of empathy and compassion, a pedagogy of agency and authenticity, a pedagogy of vulnerability, and a pedagogy through the use of metaphor. The paper also makes specific recommendations on how a narrative-hermeneutical approach through multimodality can promote the specified pedagogies in the context of the mentioned curricular subjects.

The absurdities of remote learning in art schools in the narratives of teachers, parents and students – reflections from pilot research

The article presents the issue of remote teaching in art schools (music and ballet) during the COVID-19 pandemic from the biographical perspective of students, their parents and teachers of the main instrument. The cited stories focus on the unexpected difficulties they faced after the introduction of online education. Subjects closely related to artistic development (such as main instrument lessons, orchestra, choir, ear training, chamber ensembles – in music schools, or classical dance lessons – in the case of ballet schools) have caused many organisational and technical problems. Their effectiveness, in many cases, is unable to meet the needs of either students or teachers, leaving behind a feeling of meaninglessness, grief of loss, and, in borderline situations, physical harm.The article presents the results of pilot research (2022–2023) conducted as part of biographical research among teachers, parents and students of music and ballet schools. In-depth narrative interviews (and excerpts from them included in the text) paint a picture of the complicated everyday life of the pandemic, the strategies for coping with the encountered problems and the emotions associated with remote teaching of arts subjects in each studied group. The result of the pilot research is a record of the initial analysis and opens the research path for full-scale research planned for 2023–2024.The personal stories presented in the article have a dual purpose. On the one hand, they intend to outline their common experiences during the pandemic, outline the scale of the problem, and, as it were, confirm the validity of undertaking such a research topic. On the other hand, they invite readers to reflect on the reality of art schools that may be unknown to them.

간호학 교육에서 영화를 활용한 질병 체험 내러티브 교수법의 적용 효과

This study is a non-equivalent control group, pre-post, time-lag design study to confirm the effect of applying the disease experience narrative teaching method using movies to nursing students. The illness narrative teaching method program consisted of partially providing the <Wit> movie and writing and presenting a patient experience worksheet. 63 people in the experimental group and 59 people in the control group participated. Data analysis was performed using ²-test, t-test, ANCOVA, and paired t-test using SPSS 24.0. As a result of this study, the experimental group's empathy (F=108.202 p=.<.001), caring efficacy (F=104.756 p=.<.001), and attitude toward end-of-life care (t=-2.104, p=.002) were higher than those of the control group. It was confirmed that there was statistically significant improvement. In future research, it is suggested to confirm the effects on patient-centered attitude, communication, and ethical decision-making through disease experience narrative teaching methods using not only movies but also actual patient experience interviews and documentaries. In addition, we propose a study that compares the effects of empathy and caring efficacy after nursing students indirectly experience the patient's perspective by participating in the patient's treatment process during the clinical training period.

Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?

The aim of the present study is to capture the teachers’ reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception classes. Narrative-discursive analysis unravels the effectiveness of inclusive practice in Greece for culturally diverse students according to specific aspects of inclusive pedagogy such as progressive education, transformative learning, innovative practices, and strategies, as well as school–family partnership. Teachers’ experiences revealed their complex work to handle the increasing diversity in schools and to respond to all students’ needs in a context of slow but steady measures towards inclusion.

Teacher Motivation: Exploring the Integration of Technology and Didactics in the Narratives of Future Teachers

Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three academic years (2020–2023) with a sample of 36 teacher-training students, including undergraduate and postgraduate students from the Valencian Community. The results obtained reveal the participants’ perceptions of the motivations for using technology in their self-learning process, highlighting the positive value they attribute to these tools as resources to motivate their future students. The narratives compiled highlight the relationship between the use of technology and improved academic performance in teacher training. Furthermore, they underline the need to incorporate educational models that not only foster digital skills but also provide solid pedagogical training in this area.

Story-Sharing Facilitation Guide: An Educational Strategy to Develop Strengths-Based Nursing and Healthcare Leaders.

A reflective praxis process has been developed to facilitate story-sharing, an educational strategy grounded in narrative pedagogy. This article describes this strategy, the Story-Sharing Facilitation Guide (SSFG). The guide allows educators to facilitate the telling of a story that often triggers a memory of similar or contrasting experiences. Sharing stories helps learners find personal and professional meaning, develop new insights, and revise actions. The SSFG is underpinned by Dreyfus and Taylor's Contact Theory of how human beings learn and come to know and understand their different life-worlds. The SSFG was developed and used by faculty in a leadership training program. Evaluation results of the program found this to be an effective educational method. The guide provides educators with an intentional process of reflection that deepens learning and allows for labeling the experience and linking it with the concepts being taught. [J Nurs Educ. 2024;63(10):703-708.].

There’s more to life than the monomyth: multiperspectival approaches to teaching narrative and story in university film and media departments

ABSTRACT This article critiques the ongoing dominance of the Hollywood monomyth in the film and television industry, at least in the UK if not more widely. It considers how this is impacting on the teaching of narrative and story in university film and media departments as they move towards stronger collaborations with industry. It argues for the importance of two-way dialogue to help equip students and their future employers for a world facing complex global challenges. Drawing on the author’s extensive experience in teaching and practice-led research, it advocates for a creative problem-solving approach which decentres conflict-driven models of narrative development, such as the Hero’s Journey, placing them alongside alternative models which engage with the relationship between conflict and harmony in a variety of different ways. Considering narrative structures such as Kishōtenketsu, indigenous storytelling methods and the author’s own work with the Polyphonic Documentary project, the need for a genuinely inclusive and expansive approach is brought to the fore. A mixed economy is considered to be essential, with experimental and traditional approaches preparing students for current industry demands whilst also encouraging them to shape future storytelling landscapes. The argument is made that this is crucial to foster a nuanced understanding of narrative and story that can respond creatively and effectively to the demands of a rapidly changing world.

Professional Identity Construction: An Inquiry into the Narratives of Indonesian Teachers of English for Young Learners

Professional Identity Construction: An Inquiry into the Narratives of Indonesian Teachers of English for Young Learners

포토보이스를 활용한 신규가정과교사의 경험 탐색

The purposes of this study are to obtain an in-depth understanding of the experiences of novice Home Economics teachers during their first year and to extract meaning from the experiences. The Photovoice was used as a research methodology. Participants in the study included three novice Home Economics teachers who passed the 2022 secondary school teacher recruitment examination and began working at middle schools in the Seoul metropolitan area from March 2022. Data were collected from February 2022 to January 2023, involving one written interview, nine monthly Photovoice projects, and two Focus Group Interviews. Thematic analysis was utilized for data analysis. The narratives of novice Home Economics teachers were divided into the narratives as ‘Home Economics teacher’ and as ‘Novice teacher’. As being Home Economics teachers, participants constructed their narratives around three themes: ‘Home Economics is a practical discipline’, ‘Home economics teachers are agents of change’, and ‘Home Economics is undervalued in the school.’ Furthermore, the sub themes of the ‘novice teachers’ narrative included ‘Now it's the real beginning’, ‘Teaching is a wonderful profession’, and ‘I will become a good teacher.’ The significance of this study lies in the in-depth exploration of the lived experiences of novice Home Economics teachers during their first year and broadening the use of Photovoice as a research and teaching strategy.

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

This paper explores the accounts of four Filipino ALTs in teacher narratives as intertwined in their teacher emotions, identities, and practices to help understand modern changes in the understanding of the speakerhood status of traditionally perceived NNESTs in Japan and the globalized world using Norton’s (2013) concept of teacher identity. Primary data were collected from an initial survey questionnaire and semi-structured online interviews from four (4) ALTs. Guided by the narrative approach (Barkhuizen, 2008), we learned that Filipino ALTs’ identities are shifting and in flux as they navigate their emotions about their speakerhood status as ALTs in Japan. Participants responded with varying depictions of their imagined native (NES) and nonnative speakers (NNEST), specifying cultural, linguistic, and physical differences. Disappointment and frustration emerged as teacher emotions from external factors rather than speakerhood status. Moreover, feelings of happiness and inferiority, instead, were perceived to be associated with their speakerhood status. Data from the interviews show that their anxieties and inferiority related more to others' labeling of them as native speakers and the expectations of having to live up to the ideals of the NES. The data supports speakerhood status as a spectrum rather than a discrete category, with the participants’ teacher identities constantly shifting and in flux. The study shows that Filipino ALTs’ teacher emotions, as they relate to their communities, classroom policies, and shifting teacher identities, show and lead to their desire to invest and reinvest in their teaching practice and possibly signal shifts in teachers’ understanding of teacher ideologies.

Beyond a sense of obliviousness: elite education and national identity among Palestinian students in Israel

ABSTRACT Through interviews with Palestinian students in elite schools in Israel, we delve into the intersection between experiences of elite identities and national identities. Contrary to the conventional narrative of hegemonic elite education promoting apolitical attitudes, our findings reveal that Palestinian students, belonging to a stigmatized minority group, prioritize academic excellence alongside a strong emphasis on Palestinian patriotism and national identity. Furthermore, we uncover a heightened political awareness among these students, which they attribute to distinct practices and rituals within the school setting. This paper contributes to understanding how elite education intersects with the construction of national identity among minority elites. It offers insights into the experiences of minority elite students facing discrimination while also highlighting the emergence of a self-defined elite within this specific sub-group.

Academic citizenship for a digimodern academy

In this essay, we are resituating the practices of academic citizenship within a digimodern academy. We propose that in a world of fragmented narratives surrounding higher education in America, academics should act as stewards of what ever positive higher education narratives they wish to promote and to align their academic citizenship practices accordingly. We argue that rather than having narratives imposed upon academics externally, there is power in creating and controlling our own narratives. This essay situates the academy in a digimodern context, and it explores the connection between power and narratives about higher education. This essay then examines academic citizenship in light of creating and maintaining higher education narratives and finally illustrates how it may look in practice.

Shifting Narratives of Suzhi (Quality) and Suzhi Education: What Migrant and Rural Children in China Tell Us About the Changing Nature of Chinese Education

Using the comparative case study (CCS) method, this article compares the findings from a longitudinal ethnographic research project of rural children in Northwest China (2005–2012) and a second longitudinal study of migrant children in eastern China (2015–2019). It examines rural and migrant students’ and educators’ (re)interpretations and uses of suzhi (quality) and suzhi education in the context of rapid urbanization, various locations in between the city and the countryside, and how these usages problematize and challenge the rural-urban dualism embedded in the existing literature on rural and migrant children in China. These two studies explore how suzhi means different things for different stakeholders across time and place in both formal discourses, such as the curriculum, and in informal discourses, as seen in what educators and students value and practice. The article enriches theories on suzhi by showing how it: 1) reflects both the rural-urban gap and social stratification in China; and 2) reveals the shifting paradigm of suzhi education specifically and of education in China more broadly. The article also showcases how the CCS approach can be used to disrupt taken-for-granted categories and dichotomies, such as the urban-rural dualism, by closely examining concepts like suzhi across place, time, and with different groups of children.

Educational Discourse of Textbooks on Russian History as an Instrument for the Influence of Tsarism on the Mentality of its Subjects: An Attempt at Periodisation

ABSTRACT This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state’s historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population – or rather, certain segments of it – and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians.

Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education

In this autoethnography, María Cioè-Peña recounts her experiences of Black erasure in bilingual education in US schools, where the focus is on language and an imagined mixed-race collective, centering culture to circumvent race and treating language as connective yet racially neutral. But languages and how language users are perceived are not race-neutral constructs. Black erasure in bilingual education upholds anti-Blackness and model minority narratives in education and results in tangible exclusion and oppression for Black bi/multilinguals. Supported by theory and history, Cioè-Peña recounts key moments that contributed to her internalization of anti-Black ideology/rhetoric and respectability politics as a bilingual Black Latina, manifesting in the “taming” of her tongue and cultural identity. Through her testimonio, she sheds light on the erasure of Black students in bilingual education programs and research.

Designing effective educational storymaps for flood disaster mitigation in the Ciliwung River Basin: An empirical study

Flood disasters, notably in the Ciliwung River Basin, Indonesia, pose grave challenges to urban communities. The recurrent nature of these floods accentuates the importance of holistic educational resources to bolster community resilience and lessen flood risks. This study endeavors to assess the efficacy of StoryMaps—a digital platform fusing geographic information with narrative—as an instrument for flood disaster education in the Ciliwung Basin. Recognized for its interactive and immersive nature, StoryMaps transforms intricate disaster management data into digestible, interactive modules for the public. The research methodology encompasses an exhaustive literature review, offering insights into optimal StoryMaps design and its educational role in disaster mitigation. Subsequent content analysis of pertinent StoryMaps identifies effective design elements, shaping the prototype tailored to the Ciliwung milieu. This prototype amalgamates regional geospatial data with educational narratives on robust flood mitigation measures, undergoing rigorous expert evaluation and usability tests. Academically, the study augments the existing discourse on digital tools in disaster education, presenting a pertinent StoryMaps case study. Practically, it equips local stakeholders with a potent tool to counter flood threats and fortify resilience. Summarily, this research underscores the transformative capacity of geospatial tools and interactive narratives in democratizing vital disaster knowledge, thus catalyzing community involvement in disaster management.