Narrative Pedagogy Research Articles

Reimagining foundations: Storied-ethnography as a pathway to decolonized design education

This article presents an extensive exploration of design education in Africa, with a focus on Ghana, employing storied-ethnography to critically contrast it with conventional western methodologies. It draws upon the narratives of prominent Ghanaian design educators – Sela, Isaac and Patrique – whose experiences and insights emphasize the need to integrate cultural, historical and social realities into the design curriculum. This study uncovers a significant divergence from western educational paradigms, which often prioritize technical proficiency and a universal design approach, potentially neglecting the rich cultural specificities integral to the African context. The research highlights the necessity for a design education system in Africa, particularly in Ghana, that balances technical skill with a deep-rooted connection to local culture and social nuances. It advocates for a model that honours and preserves African cultural heritage while preparing students to make impactful contributions in both local and global design spheres. The findings shed light on the complex nature of design education in Africa, calling for a decolonized, inclusive and culturally sensitive educational model, with profound implications for policy-makers and educators across the continent. Relevance to design practice: This research offers practical insights and strategies for integrating Indigenous knowledge and contemporary methodologies, shaping a more culturally nuanced and globally relevant design practice.

Ageing in Indian higher education: analysing narratives of post-Independence women writers, educators, and academics

ABSTRACT This article analyses experiences of old age and ageism in the trajectories of Indian women academics in post-Independence higher education, drawing on narrative sources such as life-writing and fiction. It focuses primarily on writing by the late Jasodhara Bagchi, 1937–2015, and Nabaneeta Dev Sen, 1938–2019, who worked within public funded higher education in India, played major roles in feminist scholarship, writing, and creativity, and intersectionally raised issues around matters such as gender, class, generations, and religion. Sources discussed in this article are the novel Sheet Sahasik Hemantalok: Defying Winter (1988; English translation 2013), a pioneering discussion in Indian literature of ageing, set in an old-age home for women, written by Dev Sen, a long-time Professor of Comparative Literature at Jadavpur University and well-known creative writer; another set of sources analysed is writing by Bagchi, Dev Sen, Sushil Narulla, and Mary Roy, from A Space of Her Own: Personal Narratives of Twelve Women, edited by Leela Gulati and Jasodhara Bagchi, 2005, a collection edited by pioneering academics in women’s studies in India, telling the life-stories of a majority of women working in post-Independence Indian higher education as professionals, from an intergenerational perspective. The article asks, intersectionally, where and how we find traces in this writing of understanding of ageing and older age, of dynamics between the generations above and below these women, how the journey from middle age to old age is understood and negotiated, and how the intersections between formal education and informal education are imaginatively represented.

An Exploration of the Application Methods of Teaching Narratives in Ideological and Political Courses in Colleges and Universities

Under the background of the new era, ideological and political education in colleges and universities is facing unprecedented challenges and opportunities. As an innovative teaching strategy, teaching narrative through narrating real or fictional stories, so that the abstract ideological and political theory knowledge visualization, to arouse emotional resonance in the hearts of students, and deepen the cognition and understanding of the course content. The strategies and methods to improve the teaching effect of ideological and political courses in colleges and universities and students’ learning experience are from the aspects of the selection and accumulation of narrative materials, the cultivation and enhancement of teachers’ narrative ability, and the innovation and diversification of narrative carriers.

A Literature Review on the Influence of LGBTQ Films on University Students’ Attitudes toward Gender Diversity across Cultures

This literature review explores the influence of LGBTQ-themed films on university students’ attitudes toward gender diversity, focusing on their cross-cultural adaptability and educational potential. The primary objective is to synthesize existing research from media studies, sociology, and education to understand how LGBTQ films shape perceptions of gender diversity and foster inclusivity among young audiences. The study employs a comprehensive review methodology to analyze key factors such as narrative strategies, emotional resonance, and cultural contexts that mediate the effects of LGBTQ films on attitudes. Demographic variables, including gender, academic discipline, and upbringing, are examined for their role in shaping individual responses. Additionally, the review considers the accessibility of LGBTQ films through informal channels, particularly in culturally conservative settings like China, where regulatory barriers often restrict mainstream representation. Findings indicate that positive portrayals in LGBTQ films reduce stereotypes, encourage empathy, and promote acceptance of gender diversity. These effects are more pronounced in societies with progressive social norms but are increasingly evident in restrictive cultural environments where younger audiences gain exposure through online platforms. The review also identifies a gap in longitudinal studies exploring the durability of these attitudinal shifts and their potential to influence behavior over time. The study concludes by emphasizing the need for further research into the long-term effects of LGBTQ films and their integration into educational frameworks. By addressing these gaps, future studies can enhance understanding of how media fosters gender inclusivity and support the development of practical strategies for leveraging LGBTQ narratives in education and policy-making.

Creating a scientific picture book of marine organism with natural history illustration: A case study in Japan

In recent years, global concern has grown regarding the degradation of marine ecosystems. Humanity has greatly benefited from the oceans, underscoring the constant need for restoration and conservation of marine ecosystems. International cooperation is essential for protecting the oceans, with Japan, an island nation surrounded by the sea, playing a crucial role in marine environmental conservation. For the sustainable use of marine resources and the preservation of marine environments, comprehensive measures are important. Particularly, marine biology education for the next generation holds great importance. Here, we report a detailed case study on the creation of a scientific picture book about marine organisms in Japan and its feedback. The book explores the theme of mutual symbiosis among marine organisms, aiming through illustrations and storytelling to help children understand the complexities of marine life. It focuses on the symbiotic relationship between hermit crabs and sea anemones. The picture book was developed based on scientific literature survey and specimen observation. Positive feedback from readers highlights how effectively the picture book conveys educational content on marine biology, suggesting the potential of science picture books as powerful tools in educational outreach and environmental conservation efforts. This report discusses the creative process, the educational impact of the picture book, and offers valuable insights into the use of visual arts and narrative in science education.

Exploring the narrative of toddler class teachers’ experience in supporting play using 3D printer as a maker digital technology

Exploring the narrative of toddler class teachers’ experience in supporting play using 3D printer as a maker digital technology

Pedagogia negativa do cinema: Primeiras aproximações

Could the space of cinema at school be redefined toward an aesthetic-critical training guided by aesthetic experience and the re-education of the gaze? What gaze would this be? Why would he need to be “re-educated”? This study will address such issues by considering that the re-education of the gaze and the aesthetic experience, when considered as the telos of an aesthetic-formative orientation, can be thought of by negativity – or, in other words, within a negative pedagogy of cinema. This must find a place amidst the gaps in hegemonic school models, welcomed in the training actions that address the construction of essayistic pedagogical narratives in the classroom, giving vent to crises and intersubjective constructions by imagination and fantasy.

Exploring Sports Films and SDG4 from a Cross-Cultural Perspective: A Comparative Study of Leap (2020) and Dangal (2016)

Objective: The aim of this study is to explore the educational values in sports films Leap (2020) and Dangal (2016) and their contributions to audience identity formation, with a particular focus on promoting SDG 4. Theoretical Framework: This research is grounded in cultural dimension theory and social identity theory, examining how educational narratives in these films contribute to equality in education, gender equality, and social inclusion, which are key aspects of SDG 4. Method: A mixed-methods approach combining content analysis, sentiment analysis, and cross-cultural comparison was employed. Audience reviews from platforms such as Douban were analyzed to capture emotional responses and cultural identification with the educational themes in both films. Results and Discussion: The discussion and findings indicate that Leap and Dangal highlight the intersection of cultural values and SDG4, illustrating how breaking gender biases and promoting equal opportunities contribute to social transformation across diverse cultural contexts, while resonating with global audiences through universally relatable narratives. Research Implications: This study contributes to the understanding of how sports films can serve as educational tools in shaping audience perceptions about equality in education, gender equality, and social responsibility, aligning with SDG 4. Originality/Value: This research provides a novel cross-cultural perspective on the educational impact of sports films from China and India, offering valuable insights for future research on the global role of cinema in promoting quality education and social change.

Exploring Experience: Teacher Narratives and Narratives of Teaching

In this Special Issue (SI), we have published recent scholarship addressing (a) narrative ways of knowing, (b) the diversity of methods used for researching experience and (c) issues related to the use of narrative to explore the experiences of individuals within an educational context [...]

Resilience enhancement through digital narratives in wartime education

Resilience enhancement through digital narratives in wartime education

느린 학습자를 위한 맞춤형 미술교육 전략에 대한 방안 모색 : 교사 내러티브 분석을 중심으로

The purpose of this study is to explore customized art education strategies for slow learners and to suggest ways to solve their difficulties. Slow learners tend to be alienated from traditional educational methods and often experience frustration in art education due to their slow learning speed. Therefore, this study emphasized the necessity of a customized education strategy to support these students and attempted to derive an effective educational approach through teacher's narrative analysis. The study was conducted through narrative analysis for teachers with more than 10 years of art education experience, and through this, the necessity of customized art education for slow learners was confirmed in terms of 'educational inquiry method (educational strategy)' and 'environment construction method (environment creation strategy). The implications for the customized art education strategy for slow learners through the research results are as follows. First, the importance of a personalized approach is very clear. Second, the creation of an educational environment is very important. Third, technology integration is very important in modern art education. Fourth, teachers play a key role in providing customized art education to slow learners. Fifth, the importance of continuous evaluation and feedback is very large. This study re-examines the importance of art education for slow learners and emphasizes the need to create an educational environment that can maximize their potential through customized educational strategies. These findings can be used as basic data to develop various educational strategies to support slow learners in art education in the future.

Studies on English Reading Teaching Methods on College Students

College students will face more and more English textbooks and papers in their studies and research, so reading quickly and efficiently is an ability that college students should have. However, for most students, it is a challenge for them. Because the traditional reading teaching methods, based on English scores, do not truly improve their reading ability, even students with better English scores cannot understand the text content correctly. Therefore, this paper will introduce three reading methods that are different from the traditional one: the Problem-based learning (PBL) teaching method, the Narrative teaching method, and the Genre-based teaching method. The purpose is to change the teaching mode of the one-way output of core English knowledge by the teacher, take the students as the teaching centre, and improve reading ability as the teaching goal. Teachers will guide the students to master English knowledge in cooperative learning and to improve their reading ability with novel teaching methods.

Teaching insertion policies in Mexico: Cognitive tools and ideological vindication

This study analyzes the argumentative rhetoric of the national and supranational regulatory bodies that intervened in the deliberation of novice teachers’ insertion policies in Mexico between 2005 and 2020, with the purpose of identifying the cognitive tools and the ethical and political stances displayed to generate effects of consensus on the risks and expectations they are based on. Post-foundational policy analysis is used, articulated by categories of F. Fischer's post-positivism, Perelman's argumentative turn and E. Laclau's political discourse analysis, to analyze the discursive corpus of the aforementioned bodies, as well as the narrative of the novice teachers’ mentors, which were used to triangulate the proposals of the sources. It was found that, within the argumentative rhetoric of the government agencies, an empirical and rational perspective prevails, which is centered in the immediacy, externality, and comparability, and this activates the circulation of referents and legitimizes the hegemony of specific cultures of the professional practice.

Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

In South Africa and in many other parts of the world, decolonising the curriculum has become a valued goal, while frameworks that would systematically support the decolonising project through instructional design are not broadly available. In this conceptual paper we bring readers to consider one framework for instructional design, the theory of Realistic Mathematics Education, and discuss how it can aid in decolonising education in primary years. We exemplify our conceptual position through an instructional design for teaching length measurement—a key grounding practice in both early years mathematics and science throughout the world. We propose that the resulting decolonised narratives are not only useful in marginalised contexts of countries with a history of colonisation. Due to their positioning of mathematics as a human endeavour, these narratives are capable of generating meaningful, equitable engagement with mathematics for diverse student groups in a variety of educational settings.

Liminality between the lines: self-defined, socially constructed and ontological constraints in the narratives of Russian-medium school teachers in Estonia

PurposeThis study explores the segregated context of Estonian education systems, where Estonian and Russian medium schools coexist. Using the underrepresented theory of liminality in sociology, the author examines the vulnerable positions of teachers in Russian-medium schools.Design/methodology/approachThis study employs a qualitative research design with semi-structured interviews as the main method, the snowball sampling technique of data collection and a hybrid thematic analysis. The sample includes 27 teachers from around Estonia.FindingsThe findings reveal that these teachers experience different forms of liminality, shaped by self-defined, socially constructed and ontological constraints. These liminal moments foster teacher reflexivity, serving as a catalyst for their transformations while navigating the state of “in-betweenness.”Practical implicationsPractically, as Estonia continues to navigate its educational reforms and cultural shifts, recognizing and addressing the liminality of Russian-medium school teachers is crucial for promoting diversity, equity and inclusion within the nation’s educational landscape.Originality/valueThe study brings theoretical novelty to the anthropological theory of liminality, combining it with a new empirical case of the Estonian parallel education system, which had been under-explored from the side of the Russian-speaking community (particularly the Russian-medium schools).

Narratives of Technology and Livelihood Education Teachers in the Use of Authentic Assessment

The study aimed to explore the narratives of teachers in the Philippine educational context. It focused on understanding the strategies implemented by teachers, the responses of students to strategy applied, the difficulties encountered by teachers, and how students responded to authentic assessment execution difficulties. By examining these elements through a phenomenological research design, this research interviewed 13 Junior High School teachers from the Division of Cabuyao. In order to select the right informants and participants for the study, the used of Criterion Sampling Method was utilized. This method is a subtype of Purposive Sampling Method used in research to select individuals based on specific predetermined criteria or characteristics. After gathering the data from the participants, a thematic analysis was done to ensure a comprehensive analysis. The inquiry sought to provide an in-depth analysis of the current state and challenges of authentic assessment in schools in Cabuyao, Laguna, Philippines. The findings revealed that teachers employed a variety of authentic assessment strategies aimed at fostering deeper learning and critical thinking skills among students. These strategies included performance-based assessments, project-based learning, and real-world problem-solving tasks. Students generally responded positively to these methods, showing increased engagement and improved learning outcomes. However, the study also highlighted significant challenges faced by teachers, such as limited resources, large class sizes, and a lack of professional development opportunities. There were also issues expressed in terms of curriculum alignment and support. These difficulties posed hindrances in the effective implementation of authentic assessments. While authentic assessment strategies offered the potential in enhancing student learning, their successful implementation requires addressing the systemic and individual challenges faced by educators. There is a need for increased support in terms of resources, training, and institutional policies to fully realize the benefits of authentic assessment. The findings underscore the importance of a supportive educational environment that empowers teachers to innovate and apply effective assessment methods that cater to the diverse needs of students.

Teaching jazz history: disrupting gendered narratives

The teaching of jazz history in tertiary institutions has historically focussed on the “great men” of jazz (Whyton, 2010), with jazz historiography giving scant recognition to female-identifying musicians (Rustin and Tucker, 2008). The historicising of certain individuals and their music is fundamental to understanding jazz, yet it silences female and gender non-binary voices, overshadowing the roles they played in the evolution of the genre. This study aims to deepen our understanding of the experience of students engaging with jazz history in the 21st century. Halberstam and Halberstam’s (2005) theory of queer time and disruption serves as the primary framework for analysing shifts in teaching and learning perceptions concerning hegemonic and male-dominated narratives in jazz history. To understand the experiences and perspectives of those directly involved in jazz history pedagogy this research draws on an education-focused, polyethnographic approach utilising data derived from self-selected student research topics, student surveys, and teacher interviews. Our findings highlight both the shifting discourse within tertiary education, teaching experiences and the interwoven attitudes of students, reflecting on how these dialogues came to impact and shape the other. The study provides implications for how jazz education may continue to evolve in both attitude and enlightened access in the education of jazz learners. The objective of this paper’s outcomes is to inform the translation of more diversified narratives in tertiary jazz pedagogy and music education more broadly.

Public attitudes toward higher education using sentiment analysis and topic modeling

This study examines higher education through data-mining methodologies, aiming to uncover key themes and sentiments in global discourse. Utilizing sentiment analysis and topic modeling, the research analyzes 157,943 tweets from 84,423 unique users over a five-month period (January to May 2023). This period was selected, coinciding with the rise of artificial intelligence (AI) tools, particularly ChatGPT. The study investigates the discussions, emotional tones, and dominant topics shaping the global narrative of higher education within X (Twitter) data. Key findings include the geographical distribution of tweets and the most frequent positive and negative perceptions. It also addresses critical issues such as affordability, accessibility, and funding in higher education. Furthermore, the data shows public reactions to AI in higher education are initially negative, while higher education tweets are primarily characterized by positivity and optimism. The higher education tweets are mainly posted on the weekend, with decreased activity during weekdays. This research provides insights into the evolving higher education landscape amid rapid technological advancements.

Narratives of Language Teachers in Teaching English in the Post-Pandemic Era: An Interpretative Phenomenological Analysis

The COVID-19 pandemic brought unprecedented challenges to education worldwide, forcing a rapid transition to online learning and fundamentally altering traditional teaching methods. As schools and institutions gradually return to in-person or hybrid models, understanding the narratives of English language teachers is crucial for developing effective pedagogical strategies and policies. This study explored the experiences and perspectives of language teachers in teaching English during the post-pandemic era through an interpretative phenomenological analysis (IPA). The results showed that instructional approaches and developments in technology interact in a complex way. Teachers noted a dramatic change in their pedagogy, stressing the need for adaptability, innovation, and the use of digital resources in language learning. Furthermore, this study discussed the significant changes brought by the crisis to English teachers’ feedback strategies. This research contributes to the understanding of post-pandemic educational landscapes and offers valuable insights for policymakers, educators, and institutions aiming to support language teachers in adapting a new teaching paradigm.

Reimagining Geoscience Education for Sustainability

Geoscience is crucial for addressing sustainability challenges related to climate change, the energy transition, water resources management, and natural hazards. However, the capacity of the geosciences to enable sustainable societies is limited by several weaknesses in geoscience education. This paper supplies a concise review of Earth science education around the world and highlights resources and strategies for reshaping it to better support sustainability initiatives and attract more students to geoscience degree programmes and careers. The poor quality of Earth science education in schools around the world reverberates throughout society to perpetuate low levels of awareness of geoscience and misperceptions about its relevance and problem-solving potential. University geoscience programmes, which typically focus on geoscientific content and technical skills, must broaden to encompass the social and ethical dimensions of sustainability and to foster communication skills that enable interdisciplinary, cross-sector collaboration. Efforts to recruit future geoscientists must diversify to highlight a wide range of sustainability-related career paths and to attract people who bring perspectives from different backgrounds, cultures, gender identities, and life experiences. Many of these challenges have persisted for decades, but connecting geoscience education to wider conversations around sustainability, social justice, diversity and inclusion, and ethics is providing a new narrative for Earth science education that better aligns with evolving societal needs and the interests of today’s young people. This piece aims to provide a point of entry into the multifaceted literature around geoscience education and its importance to sustainability. It also reflects on how critical examination of the history, culture, and ethical responsibilities of the geosciences underscores the urgent need to reinvent Earth science education as an essential tool for addressing obstacles to sustainability arising from human-Earth interactions.