Narrative Pedagogy Research Articles

Defense Philosophy Perspectives on the Action of the Indonesian Defense Forces Army (PETA) in Blitar in Indonesian History Education Curriculum

The action of the PETA Army in Blitar in the curriculum of history education in Indonesia is classified as a series of rebellion events. The usage of the phrase rebellion equates the PETA Army Action in Blitar with post-independence rebellion operations. Conceptually, this narrative raises the dilemmatic question of whether heroic actions can be considered acts of rebellion at the same time. From a defense science perspective, the discourse on acts of rebellion is classified as acts of insurgency. An act of rebellion is a criminal act that cannot be allowed. As a result, people are trapped in terms that have negative connotations in describing PETA's heroic struggle in Blitar. Therefore, this paper seeks to straighten out this perspective so that =narratives of history education can be in accordance with defense science. The method used in writing this research uses a descriptive qualitative research method with a literature study approach with a variety of literature on the philosophy of defense, philosophy of conflict, and philosophy of peace. The results show that rebellion against legitimate authorities can be categorized as a criminal act or social pathology and must be combated. Meanwhile, rebellion in the sense of revolution to achieve independence in the view of defense philosophy is an effort to achieve peace in the life and security of a nation. This kind of action is in accordance with defense objectives. Based on this, the actions taken by the PETA Army in Blitar were an independence movement to resist colonialism. This research encourages the adjustment of terms in the narrative of historical learning related to the actions of PETA soldiers in Blitar to be clearer, fairer, and more responsible

Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures

Reconceptualising the neoliberal project in education as a process of colonisation, this paper considers the effects of what the authors argue amounts to a reconstitution of schooling in England. This argument examines how the narrative about education’s liberatory purposes in support of human flourishing that gained particular prominence in the social democratic consensus following 1945, is becoming eroded and subjugated by a neo-colonial imaginary. This disavows past connections to local communities and undermines a democratic polity. The ontological colonisation of schools and teachers by ways of working rooted in neoliberalism is examined by drawing on research on the lived experience of schools and Multi Academy Trusts (MATs) and the narratives of educators and leaders who are part of them. The narratives illustrate how such neo-colonial processes appear to appropriate and reconstitute teacher identities and shape schools’ connections with their communities. The authors analyse and interpret narratives of those in schools and the spaces to re-construct and re-imagine possible alternative futures.

Sufi Educational Narratives in Wasiat Renungan Masa by TGKH. Muhammad Zainuddin Abdul Madjid

Sufi Educational Narratives in Wasiat Renungan Masa by TGKH. Muhammad Zainuddin Abdul Madjid

Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies

In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding possibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curriculum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.

Dampak Adanya Influencer Investor Serta Perilaku Fear Of Missing Out (FOMO) Terhadap Keputusan Pembelian Saham Di Indonesia

In the digital era like today, investment itself can be interpreted as an activity of placing capital or wealth owned by someone with the reason to gain profits in the future. It is also not uncommon to find some investors who deliberately show the condition of their stock portfolio with the intention of providing guidance to the general public regarding the investment activities they have carried out. In general, an influencer investor provides educational narratives to his followers by providing an overview or even a visualization of their experiences in stock investing activities. Influencer investors often provide an overview of the amount of profits that have been obtained with persuasive narratives so that they can attract followers' interest in doing things similar to what the influencer investors did. It doesn't stop there, the decision to buy shares is often also based on the responses given by followers of other investor influencers. The response of an investor influencer follower often results in a persuasive share purchase decision. This is often also known as the condition of being trapped by an investor in a FOMO phenomenon or Fear of Missing Out.

Putting criticality into health and physical education and teacher education: seizing the power of racial literacy and Indigenous knowledges

ABSTRACT Health and physical education (HPE) is a discursively white, Western learning domain. Despite minor disruptions through radical scholarship in HPE research and teacher education (often referred to as PETE), and the implementation of curricular devices and/or models-based practices promoting inclusion in HPE teaching, more radical work to honour Indigenous knowledges (IK) is needed. Since all HPE curricular encounters in Australia occur upon stolen and unceded lands and waters, and ongoing possession is justified through racially constructed educational narratives of Western superiority, the suppressed histories, Indigenous languages, and Indigenous knowledges have a fundamental role to play. In this paper, we argue that Australian HPE educators must (1) develop a greater depth of knowledge about our entwined Indigenous and non-Indigenous histories and present, (2) acquire tools to develop racial literacy from a coalition of critical Indigenous studies and Critical Race Theory (CRT), before (3) turning towards IK in HPE. These theoretical tools are not typical in PETE and require educators and researchers to acquire an initial criticality and to invest in ever-evolving racial literacies. We provide some examples of radical scholarship and suggest what conditions are necessary to address the historical and recurring epistemic violence in Australian HPE.

Kazakhstani History Education Considered via Textbooks’ War Narratives, with a Focus on the “Great Patriotic War”

Abstract The article is devoted to how history is taught in Kazakhstan. We take a concrete example: how the complex history of World War II, a topic that has been highly ideologized in Soviet historiography, is presented in the history textbooks of the post-Soviet period. The study defines how the history of the Great Patriotic War – that is, the Soviet Union’s struggle against the Nazis – has undergone conceptual transformations to varying extents in the textbooks of the countries of the former “socialist camp,” with our focus being Kazakhstan. Additionally, the model of Kazakhstan’s education is essential, as the country has yet to be left out of a definitive history of education narratives. For example, after analyzing history textbooks, it is possible to identify how students’ historical memory about one of the most catastrophic wars has been formed. Our interdisciplinary study used content analysis and “opening up the textbook” to identify types of qualitative models of history textbooks’ content about the war. In addition, the authors analyzed the coverage of the war in textbooks in various historical fields and branches belonging to different stages of Kazakhstan’s educational reforms. One result stood clear, namely that history education has been the subject of frequent debate in Kazakhstan, with the debates indicating how the state apparatus has managed a national approach that teaches a history productive of good patriots. On the other hand, teaching history also has its technocratic justification, as a means for students to acquire necessary skills.

Student and Teacher Perspectives on Equity in Clinical Feedback: A Qualitative Study Using a Critical Race Theory Lens.

The authors aimed to gain a better understanding of students' and teachers' perspectives about whether clinical clerkship feedback is provided equitably irrespective of a student's race/ethnicity. A secondary analysis of existing interview data was conducted, focusing on racial/ethnic disparities in clinical grading. Data had been acquired from 29 students and 30 teachers at 3 U.S. medical schools. The authors performed secondary coding on all 59 transcripts, writing memos focused on statements related to aspects of feedback equity and developing a template for coding students' and teachers' observations and descriptions specific to clinical feedback. Using the template, memos were coded, and thematic categories emerged describing perspectives on clinical feedback. Forty-eight (22 teachers and 26 students) participants' transcripts provided narratives about feedback. Both student and teacher narratives described how students who are racially/ethnically underrepresented in medicine may receive less helpful formative clinical feedback needed for professional development. Thematic analysis of narratives yielded 3 themes related to feedback inequities: 1) teachers' racial/ethnic biases influence the feedback they provide students, 2) teachers have limited skill sets to provide equitable feedback, and 3) racial/ethnic inequities in the clinical learning environment shape clinical and feedback experiences. Narratives indicated that both students and teachers perceived racial/ethnic inequities in clinical feedback. Teacher- and learning environment-related factors influenced these racial/ethnic inequities. These results can inform medical education's efforts to mitigate biases in the learning environment and provide equitable feedback to ensure every student has what they need to develop into the competent physician they aspire to be.

Pedagogical Coaching as Identity Work: Cultivating and Negotiating ESL Teacher Narrative Identities

ABSTRACT Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coaching, a dialogic and longitudinal form of professional learning, can create a space for narrative identity work. Using a theoretical lens of narrative identity, we explore one pedagogical coach’s collaboration with two elementary ESL specialists over one school year. We consider how the coach employed identity work tactics to support teacher growth. In so doing, we posit two novel identity tactics: reflective articulation and narrative bricolage. This work highlights the potential of teacher narrative identity work in professional learning for ESL specialists particularly, and general education teachers broadly.

The rhetoric of return: Mingma or the contradictions of development in Nepal*

Leaving for the city or going abroad to study, to later return and contribute to the development of the village. This notion is what we propose here as the rhetoric of return, a polysemic concept that is central to the narrative of development and education in Nepal. The migratory trajectory of Mingma, a young Sherpa who grew up in Sikkim (India), questions this notion based on her experience of returning to Gaun (Nepal), her family’s village. Her story allows us to understand the negotiations that stem from her ideals of development, her role as a teacher and her relationship with the villagers. The most important findings reveal the close link between mobility and knowledge regimes in Nepal and demonstrate the relevance of gender in the mobility-development nexus and its contradictions.

Does Narrative Quality Matter During Implementation of a School-Based Prevention Intervention? A Test of Narrative Engagement Theory

Narratives play a powerful role in sharing meaning and making sense of experiences. Specifically, health narratives convey storylines, characters, and messages about health-related behaviors and provide audiences with models for healthy behaviors, prompting audiences’ health-related reflections and decision-making. Narrative engagement theory (NET) explains how personal narratives can be integrated into interventions to promote health. This study utilizes NET to test direct and indirect effects of teachers’ narrative quality on adolescent outcomes during a school-based substance use prevention intervention that includes narrative pedagogy and an implementation strategy. Observational coding of teacher narratives in video-recorded lessons along with self-report student surveys (N = 1,683) were subjected to path analysis. Findings showed significant direct effects of narrative quality on student engagement, norms (i.e. personal, best-friend injunctive, and descriptive norms), and substance use behavior. The analysis also yielded support for indirect effects of narrative quality on adolescent substance use behavior via student engagement, personal norms, and descriptive norms. Findings highlight important issues related to teacher-student interaction during implementation and contributes implications for adolescent substance use prevention research.

Narratives of Teachers and Teacher Unions in Swedish Facebook Rebellion Groups

This study examines narratives about the teaching profession and teacher unions that Swedish teachers jointly produce in two teachers’ rebellion groups on Facebook, which is followed by a total of around 20,000 teachers. A sample of 33 posts and 2,445 comments were analysed using a narrative approach. The findings highlight narratives in which teachers wish to return to “the good old days”, struggle with everyday frustrations, call for a strike as an immediate solution, and describe hypothetical futures presenting the opportunity for proactive action and call teacher unions to dialogue rather than wait for them to satisfy the teachers’ demands.

Rememory, resistance and the geographical: adult and community education as spaces of possibility

This paper attends to the educational narratives of South Asian Muslim women who grew up in an inner city area. Using walking interviews, each individual took me around the neighbourhood where they grew up, identifying places of educational encounter on the way. There was a pertinent sense of a past that was in many ways, still present. Their memories transcended a place abandoned by the state and its residents by adopting a hauntological perspective and decolonial feminist inquiry. The work of rememory illuminates narratives that uncover some unsettling truths about how the intersection of race, gender and migratory settlement have provided more than voice and agency. Despite deficit stereotyping, a notable and rooted choice prevails from participants. There is a will to remain in what is externally framed as a place of social and economic deprivation. There follows a critique of how adult and community education has anchored and provided a foundation for agency, creativity and a commitment to future forming an informed community.

The Application of Heroic Narrative in English Teaching among Chinese Vocational Universities

Heroic narrative is a form of traditional literary with rich cultural connotations and artistic value. The heroic narrative is a storytelling device that portrays a protagonist, often referred to as the hero, embarking on a challenging journey or quest. The hero is typically portrayed as courageous, virtuous, and possessing extraordinary abilities or qualities.In the context of English teaching in Chinese vocational universities, heroic narratives can be used as reading and analysis materials.Creating heroic narratives can improve students' writing ability and creative thinking, learning the cultural elements in Chinese heroic narratives can enhance students' cultural self-confidence, strengthen students' belief in heroes and their love for the country and improve their ability to apply English. By conducting a questionnaire and analyzing the responses,the author designs a variety of out classroom teaching activities in the form of tutoring the English corner activities and holding a series of competitions, this paper aims at exploring the application of heroic narrative in the English teaching of vocational universities in China, in order to cultivate students' excellent qualities of Chinese heroes,such as patriotism,filial piety,courage and honor and integrity. And at the same time the research result can provide some useful enlightenment for English educators in vocational universities.

Teacher Identity, Islamic Behavior, and Project-Based Learning Methods for Madrasah Teachers: A Phenomenological Approach

Developing students' scientific thinking in aqeedah and akhlaq (moral theology) is urgent, and a project-based learning method is needed for that process. This study explores how teachers can experience their Islamic behavior with their identities and impact project-based learning methods in learning moral theology in madrasah aliyah (Islamic high schools). This study uses a phenomenological approach to explore the Islamic behavior and identity of teachers in madrasah aliyah in developing project-based learning methods. A total of 20 moral theology teachers are involved in this study, and in-depth interviews are conducted to uncover the narratives of teachers' practices in utilizing project-based learning methods. The thematic analysis of two-group interviews with 20 teachers showed that Islamic behavior teachers' personal beliefs provided a religiously motivated narrative framework that facilitated interpreting one's experiences. Islamic behavior and teacher identity play a role in developing project-based learning methods based on moral theology. Islamic behavior is the main bond in developing project-based learning methods and the attribution of identity from God-given personality to learning in moral theology. Teacher identity, Islamic behavior, and students' scientific thinking develop when learning moral theology. Islamic behavior and the personal identity of madrasah teachers can improve project-based learning methods

Reviving the Narrative of Muhammad's Life: Tariq Ramadan's Interpretative Strategies and Ethical Contextualization

This article delves into the intellectual landscape of Tariq Ramadan, focusing on his approach to interpretation and contextualization. The analysis centers on Ramadan’s work, In the Footsteps of the Prophet: Lessons from the Life of Muhammad, which, despite its biographical nature, unveils a profound connection between his thoughts and the art of interpretation and contextualization. The article contends that while Ramadan may not align himself explicitly with the tradition of reinterpretation or contextualization, his practical methodologies reflect interpretive strategies that breathe new life into historical texts, adapting them to contemporary contexts. Moreover, this paper argues that Ramadan’s contextual interpretations are deeply rooted in ethics, underpinned by the belief in their universal applicability across diverse conditions. These ethical values, as delineated by Ramadan, serve as a bridge between the past and the present, as they are seamlessly interwoven with educational narratives drawn from the life of Prophet Muhammad. These narratives not only provide a basis for Muslims to rekindle the prophetic ideals in the modern era but also offer a compelling framework for fostering moral and ethical guidance in a rapidly changing world. In this intricate web of interpretation and contextualization, Tariq Ramadan’s work emerges as a significant contribution to the ongoing discourse on Islamic thought and its relevance in contemporary society.

Freighted Friendships to Phony Flowers: Feminist Memory Work and Self-Study in a Study Abroad Program

Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because “experience” broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces.

RESEARCH ON THE DEVELOPMENT OF DANCE EDUCATION FROM THE PERSPECTIVE OF DANCE DIPLOMACY IN THE EARLY PERIOD OF THE FOUNDING OF NEW CHINA

During the early stages of New China’s establishment, the focal point of diplomatic efforts centered on economic and cultural avenues. However, the fledgling economy, still recovering from pre-liberation conditions, struggled to promptly meet the demands of diplomacy. In this context, literature and art emerged as vital catalysts propelling the progress of New China’s diplomatic endeavors. Notably, within the realm of cultural diplomacy, dance emerged as a powerful form of non-verbal communication. Its unique attributes, such as cost-effectiveness and rapid conveyance of intended impact, rendered it a versatile tool on diplomatic platforms. Dance, functioning as a dynamic form of expression, became a captivating medium for fostering connections and tightening bonds between New China and other nations. It became a radiant gem in the crown of New China’s cultural diplomacy, serving as an instrument to bring countries closer together. The mesmerizing allure of dance on diplomatic stages gradually facilitated enhanced relationships and collaborations. As a result, this emphasis on cultural diplomacy through dance catalyzed the evolution of dance education within China. In essence, during a period marked by economic constraints and the imperative to establish diplomatic ties, dance’s intrinsic ability to bridge gaps and convey emotions without language barriers allowed it to shine as an integral component of New China’s cultural diplomacy. Its role in forging connections and enhancing international relationships also played a pivotal role in the unfolding narrative of dance education’s growth within China.

Navigating Uncharted Territories: Stories of Pre-Retired Science Teachers Amid Emergency Remote Online Learning

The purpose of this qualitative inquiry was to explore the narratives of pre-retired Science teachers who are teaching remotely amid the global health crisis. It hopes to describe and elucidate the significant events, realizations, insights, and how the pandemic changed their stories as facilitators of learning. A Qualitative research design was employed in this study; specifically, it utilized the descriptive narrative approach to get the limited stories of the participants. The participants of the study consisted of four (4) pre-retired Science teachers, two of whom came from private schools and two came from public schools in Bacolod City. The participants were selected through purposive sampling. The data was gathered through a semi-structured interview questionnaire and focused group discussion (FGD). Three themes emerged regarding the stories of the participants, a.) Trials and Tribulations of Pre-retired Science Teachers in Crossing with three (3) sub-themes; Building the Ark Before it Starts to Rain, Hands Coated with Grease, and Changing Gears Manually. The second theme, b.) Involvement, Practices, and Role of Pre-retired Science Teachers with three (3) subthemes, Pre-retired Science Teachers as Drivers of Curriculum and Instruction, Curvy Roads Make a Skillful Driver and Overcoming Road Barriers and Practices in Teaching Science Online, and Lastly, Opportunities and Privileges in Teaching Amidst Pandemic with two (2) subthemes, Reinventing and Realigning the Wheels and Midway Cognizance. The study discovered that various issues and challenges primarily mark pre-retired teachers’ stories and encounters with emergency remote learning during a pandemic. Science teachers realized that acceptance, development, consideration, patience, passion for teaching, adequate instruction, and an open mind about emergency remote learning are all critical components for the effective implementation of emergency remote learning. Keywords: Pre-retired teachers, remote learning, narrative research, teaching

Remembering Aronowitz

Abstract Stanley Aronowitz was the archetypical organic intellectual, one who maintained critical theory in its most substantive and adaptive form. Never one to succumb to defeatism or intellectual retreat, he maintained the grand narrative of emancipatory politics and education. His immense range of inquiry is best articulated in four distinct yet overlapping periods that exemplify the theoretical foresight and relevance for future radical speculation and praxis.