Storytelling Sessions Research Articles

‘When we were children we had dreams, then we came to Dhaka to survive’: urban stories connecting loss of wellbeing, displacement and (im)mobility

ABSTRACT This article uses storytelling methodology to investigate the connections between urban climate-induced loss of wellbeing and (im)mobility in Bhola Slum, an informal settlement in Dhaka, Bangladesh. The settlement houses Internally Displaced People from the southern coast who built and named the slum after their home - Bhola Island. The storytelling sessions revealed that loss of belonging, identity, quality of life and social value produced in people a desire to return. Nostalgic storylines of home also shaped the narratives of the children born in the slum who often referred to the island as their home. Some women felt that the move had resulted in more liberty, but also claimed that it had increased the risk of social punishment and stigmatisation. Social stigma often extended from parents to children. More women than men reported feeling unsafe, depressed and anxious. Mental and physical ill health were both common consequences of the compromised living and working conditions of the slum. Loss of health (due to injuries or disease) damaged people's wellbeing and pushed already fragile families into a downward spiral with no escape. Few empirical studies investigate ‘trapped’ populations and non-economic losses and damages in urban environments. The insights gained from this work can therefore help safeguard vulnerable populations worldwide and build more robust climate policy frameworks.

“Journey of Uncertainties:” Nature of Transitioning among Persons Living with Undetectable HIV


 Introduction: The management of persons living with HIV gears towards making that person “seronegative,” undetectable in screening and practically with almost no risk of transmitting the disease. Although the trajectory of this management is clear, the process by which the person living with HIV transition from being seropositive to seronegative remains to be explored. There remains to be a paucity of research on the nature of transitioning among seronegative persons living with HIV especially from the lens of an Asian nation.
 Methodology: This study explored the nature of transitioning among nine (9) seronegative persons living with HIV. Grounded on the Rogerian Science of Unitary Human Being as its philosophical underpinning and Gadamerian interpretative phenomenology as its approach, nine (9) informants were selected with the following criteria: They are 1) Persons living with HIV for at least 2 years; 2) Seronegative for at least a year during the time of the interview, and 3) Willing to articulate and share their experiences. After obtaining approval from the University Research Ethics Board, multiple in-depth interviews, story-telling sessions, and photo-elicitation were utilized to gather the informants' narratives.
 Findings: After a series of reflective analyses, the following nature of transitioning was identified: (1) transitioning as a conscious deliberate choice, (2) transitioning as an unpredictable struggle of being, and (3) transitioning as seeking a personal sense of normalcy. These transition patterns reflect the moment to moment deliberate choice of existence by the informants. The transition moments are appreciated thru the lens of unpredictability and internal struggles as they try to create a sense of normalcy amidst their transitioning situations.
 Implications: Insights from this study suggest that though the process of transitioning among informants seems varied, the core patterns of deliberateness, unpredictability, and sense of normalcy cut across their stories. Persistent support from peers and family sustained counseling from diagnosis to being seronegative and health teaching focusing on risky behavior while transitioning are implied techniques to provide support during their transitioning process. The sense of immediacy and genuine presence from health care providers caring for these persons seems to be appreciated as a supportive mechanism of their transitioning journey.

Koleksi buku cerita bergambar (picture storybooks) di Perpustakaan Desa Sukamukti

Introduction. The teachers at Kelompok Belajar Islam Terpadu (KBIT) Sukamukti village have used picture storybooks from the Library of Sukamukti village and reading them in a story telling session to their students. Two of this activities as a basic in the pre-reading activity to early childhood, so that the purpose this reaserch is to understand how the teachers use the picture storybooks, reading technique, and storytelling.
 Data Collection Method. This paper used a qualitative perspective with phenomenology by using observations, interviews, focus group discussions, and literature study.
 Analysis Data. Data from interviews were transcribed for further analysis 
 Results and Discussion. The teachers at KBIT Sukamukti village used the picture of storybooks with fables. The teachers also discussed plot, animal activities, themes and morality based on the story. The language in the story is easy to understand by the children, book illustrations explain the reality of the character in the forest. Activities read aloud by introducing the identity of the book used, and storytelling activities through self-assement, stories, sounds, expressions, gestures, and other abilities.
 Conclusion. The teachers read and tell stories to educate young children in alphabet, vocabularies, and creativity. This helps early children in the process of learning pre-reading.

First, Do No Harm: Lessons Learned From a Storytelling Event for Pediatric Residents During the COVID-19 Pandemic.

The COVID-19 pandemic presented an unprecedented challenge to resident well-being, increasing the risk of anxiety and social isolation. Narrative practices, including storytelling, have been shown to foster resilience and build social bonds.1East L Jackson D O'Brien L et al.Storytelling: an approach that can help to develop resilience.Nurse Res. 2010; 17: 17-25Crossref PubMed Scopus (78) Google Scholar However, whether storytelling is supportive of resident growth and well-being during times of crisis is unknown. We recruited 3 pediatric faculty to participate in an interactive 2-hour storytelling and discussion session during a required resident academic half-day session. We used the online videoconferencing platform Blackboard Collaborate. In preparation, faculty attended a 60-minute storytelling workshop (in-person for 2 faculty, online recording for 1 faculty) on finding a story and the elements of good storytelling. After developing their stories, faculty emailed a voice recording of their story draft to the other storytellers, the session facilitator, and a professional storyteller to receive personalized feedback. During the live storytelling session, each faculty shared an 8- to 10-minute story about challenging clinical experiences from which they derived meaning. Stories explored fears of inadequacy, challenging social interactions, patient death, and grief. Faculty related their stories to their current personal and professional lives during the COVID-19 pandemic. After storytelling, faculty facilitated guided discussion about the narrative themes from the stories. A survey was administered immediately following the session using a 5-point scale to investigate: 1) emotions experienced during the COVID-19 pandemic, using questions based on prior work assessing emotional responses to traumatic exposures,2Stein NR Mills MA Arditte K et al.A scheme for categorizing traumatic military events.Behav Modif. 2012; 36: 787-807Crossref PubMed Scopus (137) Google Scholar and 2) perceived impact of the storytelling session. Thirty-seven pediatric residents attended the session, and 17 participants (45.9%) completed the survey. Participants included 11 females (64.7%), 5 postgraduate year (PGY)-1 (29.4%), 5 PGY-2 (29.4%), 6 PGY-3 and chief residents (35.3%), and 1 respondent (5.9%) who selected “other” for year in training. Emotions experienced during the COVID-19 pandemic (some, most, or all of the time) included: worried (n = 13, 76.5%), anxious (n = 12, 70.6%), helpless (n = 10, 58.8%), confused/disoriented (n = 10, 58.8%), angry (n = 9, 52.9%), sad (n = 9, 52.9%), guilty (n = 9, 52.9%), afraid (n = 8, 47.1%), and detached (n = 7, 41.2%). The majority of residents reported that it was moderately, very, or extremely true that hearing faculty tell stories was beneficial for their emotional growth (n = 13, 76.5%) and for their professional growth (n = 11, 64.7%) and that they wanted to hear more faculty stories in the future (n = 12, 70.6%). Fewer residents reported that the storytelling was cathartic in the setting of COVID-19 (moderately, very, or extremely true, n = 9, 52.9%). The most common critique provided in the free text comments was that in the setting of COVID-19, stories describing distress and death exacerbated personal stress (n = 5, 29.4%). Storytelling may promote emotional and professional growth and may provide catharsis during times of stress. However, stories featuring highly stressful events may exacerbate distress for some. When storytelling events are implemented, trauma-informed practices should be utilized. Listeners should be notified if potentially triggering emotional content will be discussed, should be able to opt out, and should be provided with supplemental resources for emotional support. Stories focused on levity and joy may provide more benefit to residents during stressful times. Financial statement: This work was supported by the University of Wisconsin School of Medicine and Public Health, Department of Pediatrics. Special thanks to Christine Richards for assistance with formatting.

The Impact of Storytelling on Improving Social Problems, Aggressive Behaviors, and Law-Breaking Behaviors of Primary School Children

This article focuses on effect of storytelling on improving emotional-behavioral issues such as social problems, aggressive behavior, and rule of law breaking behavior among male and female elementary school children. This is an experimental study on 68 students studying at an elementary school in a City of Iran in the academic year 2017-2018. Then the parent version of the Child Behavior Checklist (CBCL) was completed purposively to select 30 students with the highest scores. They were then randomly divided equally into the experimental and control groups (15 participants per group). The experimental group received fifteen 60-minute sessions taught by two teachers experienced in storytelling. When the storytelling period was over, the CBCL was given to the parents and teachers who had first completed it. The multivariate analysis of covariance (MANCOVA) was employed to analyze the data in SPSS 23. According to the results, there was only a significant difference between the experimental and control group in rule of law breaking behavior at the end of the storytelling sessions based on the assessment made by parents and teachers. Regarding social problems and aggressive behavior, there was no significant difference between the two groups. In addition, analysis of the partial eta squared (η²) values showed that storytelling explained 13% of variance of the rule of law breaking behavior.

Generativity in Creative Storytelling: Evidence From a Dementia Care Community.

Background and ObjectivesCreative group storytelling as utilized in TimeSlips is a social activity that focuses on communication, improvisation, and creativity among its participants with dementia. A collective narrative is a channel through which participants express themselves, and it thus signifies clues about their identities, values, and experiences. No study to date, however, has examined the contents of the stories. Using the generativity model as a theoretical underpinning for analysis, this paper examines the emergent themes of such collective stories.Research Design and MethodsThis study used the data collected in a memory care community where a research team recruited and engaged 21 out of approximately 80 residents with dementia in 6 weekly creative storytelling sessions; 4 small groups of 4 to 6 participants created a total of 24 collective stories. Three researchers analyzed these stories by open-coding emergent themes. Once coded manually, the narratives were managed and analyzed in NVivo.ResultsConsistent with the concept of generativity, a thematic analysis of collective narratives revealed various aspects of participants’ generative concerns. Three themes related to generativity: (1) caring and promoting the well-being of others, (2) family values, and (3) positivity.Discussion and ImplicationsThe narratives show that participants living with dementia continue to express their generative values and concerns. The findings reveal generative identities held by persons living with dementia, which help destigmatize dementia. The findings also shed light on why creative group storytelling may affect multiple positive outcomes for its participants.

Focus IBBY

Focus IBBY Liz Page (bio) A Very Special Press Conference The Covid-19 pandemic is having an enormous effect on the IBBY schedule in 2020. The thirty-seventh IBBY World Congress, due to be held in Moscow, has been postponed until September 2021, book fairs have been turned into digital events, and many of our projects have been put on hold. The IBBY-Yamada projects that were reported in the previous issue of Bookbird have either taken place online or have been postponed to a later date. IBBY has also been innovating! The 2020 Bologna Book Fair press conference was held online. The conference was prerecorded, put together in Basel, and streamed on Monday, May 4. Nearly 3,000 people watched the conference on that day. After the event, each part of the conference was made into mini-clips that can be watched on the IBBY YouTube channel; they are still being viewed. The winners of the three 2020 IBBY awards were announced at the press conference by the jury presidents. Click for larger view View full resolution IBBY-Asahi Reading Promotion Award 2020 The unanimous choice of the jury for the IBBY-Asahi Award 2020, Casa Cuna Cuenteros is a group of passionate volunteers who carry out reading and storytelling activities in a children's hospital in Buenos Aires. This group began to make storybooks available to many children and families, and regular storytelling sessions were held in various areas of the hospital. The stories they told were fun and inspired the children and adults alike. Soon enough, a change in attitude was noticed, and they saw many were enjoying reading and listening to stories. Active participation increased at all levels among people coming to the hospital, including the staff. They soon had a collection of books to read from and then even a small library at the hospital. The group has become known for their hard work and successes. They have been invited to provide training and workshops for volunteers as well as offer advice for the setting up of similar programs in other hospitals. The project has seen many heart-warming successes and has touched the lives of many children, teenagers, parents, families, and caregivers. It has also inspired many others to emulate it in other parts of the city and at other hospitals. www.casacunacuenteros.com Click for larger view View full resolution IBBY-iRead Outstanding Reading Promoter Award 2020 The winners of the 2020 IBBY-iRead Outstanding Reading Promoter Award are Marit Törnqvist from the Netherlands and Zhu Yongxin from China. Marit Törnqvist is a writer and illustrator who has developed reading programs for children that focus [End Page 86] not only on the story but also on the experience of reading and on encouraging children to narrate and illustrate their own stories. Zhu Yongxin is a well-known scholar who has devoted his life to continuous research and activities related to reading promotion, including training and programs for children in rural areas and children with special needs. www.marittornqvist.nl Click for larger view View full resolution Hans Christian Andersen Awards 2020 The winners of the 2020 Hans Christian Andersen Award are Jacqueline Woodson of the United States as author and Albertine of Switzerland as illustrator. Jacqueline Woodson was born in Columbus, Ohio, in 1963, and shortly thereafter moved with her mother and siblings to Greenville, South Carolina, where she spent much of her early formative years in the care of her maternal grandparents. At age seven she moved to Brooklyn, New York, where she has since lived. In 2014, her autobiographical work Brown Girl Dreaming was the winner of the National Book Award and Coretta Scott King Award; it is also a Newbery Honor book. It is the centerpiece of her oeuvre, depicting her firsthand experiences of how African Americans were treated differently in the North and South, where her own path to becoming a writer is woven in with her life experiences. Woodson was a finalist for the 2016 Hans Christian Andersen Award and won the Astrid Lindgren Memorial Award in 2018. After serving as Young People's Poet Laureate from 2015 to 2017, she was named the National Ambassador...

Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective

This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two 1‐hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three‐dimensional space narrative inquiry framework (interaction, continuity, and situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three‐dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.

Embodied refusals and choreographic criticalities

PurposeThis paper aims to describe the work of a group of seventh-grade boys in a middle school superhero storytelling project. In this project, the boys, one of whom identified as Latino and five of whom identified as Black, created a voiceless, faceless, raceless superhero named “Mute.” Using a Black feminist theoretical framework, the author considers how the boys authored embodied moments in the construction of their character and in a basketball scene. The author argues that within the narrated space of the story, embodiment functioned as a critical tool for authoring spaces that thwarted and bypassed dominant social narratives.Design/methodology/approachThe white, female, university-affiliated author was a participant-researcher in the “Mute” group’s ten storytelling sessions. The ethnographic data set collected included fieldnotes, recordings and copies of all the writing and images of the group. The author uses this data to conduct a narrative analysis of the Mute story.FindingsThe author suggests that the group’s authoring of embodiment and choreography in their story makes space outside of the binary stances often available in traditional critical analyses. Instead, the group’s attention to embodied aspects of their character(s) allowed them to refuse either/or positions of such stances and construct a textured reality that existed beyond these bounds.Originality/valueBlack feminist theorists have warned that critical readings are potentially essentializing, risking a reification of the same systems they hope to overturn. The Mute group’s invention of a superhero character and their use of authored embodiment deflected such essentializing readings to imagine a new, more just (story) world. Thus, the author recommends an increased attention to how students are writing and reading embodiment to fully see the everyday ways they are critically working both against and beyond the social narratives that organize their lives.

SOCIABILITY AMONG PERSONS LIVING WITH DEMENTIA IN A CREATIVE GROUP STORYTELLING CONTEXT

Considering healthcare costs related to Alzheimer’s Disease and related dementias, shifting attention to the relatively malleable abilities of persons living with dementia holds promise for improving their well-being while reducing care burden. Defined as the ability to successfully interact with others, social intelligence is found to benefit well-being. Nevertheless, no known prior study has examined social intelligence among persons living with dementia. The purpose of this study is, therefore, to fill this gap by identifying the themes of social intelligence in this group. We used video-recorded data from an arts-based, creative group storytelling program (TimeSlips) that we implemented at Silverado Onion Creek Memory Care Community (currently, The Auberge) in Austin. The program is designed for persons living with dementia and involves a facilitator encouraging participants to use their imagination to collectively create a story from a staged picture. We offered 6 weekly sessions with 4 small groups of their residents (N = 26) in fall 2018 and spring 2019, and videotaped the sessions. Three researchers open-coded how participants interacted during storytelling sessions, and then met to reach consensus concerning verbal and non-verbal indicators of social intelligence. Major themes that emerged from our analysis are social awareness, initiating social interactions, and social diplomacy. Our findings suggest that those with lower cognitive function scores do not necessarily lack sociability. These findings add to social intelligence and dementia literatures, with potential implications for future research that can investigate the relationship between sociability and well-being among persons living with dementia.

Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence

This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situations and enacted their story in play. The data were analyzed using thematic analysis. The results suggest that the children had knowledge of socially responsible behaviors, but that they also had difficulties executing these behaviors in play. SMPT enabled the children to participate, experiment, and reflect on the emotions and strategies needed for developing socially sustainable solutions.

Using Farmer Storytelling to Build Understanding of Our "New Weather Reality"

A storytelling session was successful in raising awareness and understanding of the types of changes in weather patterns farmers are experiencing in Maine, what impacts those changes are having on their operations, and the changes farmers are making in response. Using an outreach approach rooted in farmer stories allowed us to bypass the controversy that often surrounds topics related to climate change. Likewise, focusing on the farmers' experiences and avoiding corrective statements during this introductory session resulted in productive dialogue. We recommend replicating this approach within different agricultural sectors to increase understanding of sector-specific risks and strategies for adaptation.

Improving Research and Practice: Priorities for Young Adults with Intellectual/Developmental Disabilities and Mental Health Needs

ABSTRACT Introduction: The Intellectual and Developmental Disability Mental Health (IDD-MH) Research Partnership was created to learn about the experiences and needs of young adults with IDD-MH while accessing and using mental health services. Our national partnership consists of six young adults, five professionals, researchers at Boston University, and representatives from Self Advocates Becoming Empowered and The Arc of the United States. Our partnership worked together virtually for one year. Methods: We designed and conducted a web survey with young adults with IDD-MH ages 18–30 living in the United States (n = 76). We also completed four national storytelling sessions (1 in person, 3 virtual) that included young adults with IDD-MH (n = 10) and parents of young adults with IDD-MH (n = 6). Results: We identified eight priority topic areas for young adults with IDD-MH: Transition to Adulthood, Insurance & Financial Resources, Professionals’ Competence, Understanding the Experiences of People who Communicate Differently, Hospitalization, Medication, Alternatives to Medication, and Social Supports. Conclusions: Using what we learned, we generated recommendations to advance research and practice in areas important to young adults with IDD-MH. These recommendations highlight the importance of community-based options, choice, autonomy, and control for young adults with IDD-MH.

VII. MATERNAL SECURE BASE SCRIPT KNOWLEDGE AND JUDGMENTS OF MOTHER-CHILD INTERACTIONS.

Previous studies have shown that mothers with high script scores are better at providing secure base support in naturalistic settings. In the current study, we examine whether maternal script knowledge guides mothers' expectations and judgments of mother-child interactions, providing a bridge between their knowledge and behavior. Forty mothers were asked to use a new Parental Secure Base Q-set designed to characterize a typical mother-child play day at a park. Furthermore, video clips from mother-child joint storytelling sessions, already scored for maternal co-construction skills (from Chapter IV), were presented. The mothers rated the videotaped mothers' interaction skills on several quality of interaction scales (sensitivity to signals, cooperation vs. inference, affect regulation). Results indicated that mothers with high script scores showed greater understanding of secure base support (Q-sort data) and an observant "eye" for skillful mother-child interaction, particularly with respect to noting less effective mother-child interactions. These findings support the hypothesis that secure base script knowledge is linked to broad-based understanding of secure base support across contexts.

Children's understanding of human–nature interaction after a folk storytelling session

The purpose of this study is to investigate how children express human–nature interactions after a folk storytelling session. In order to accomplish this task, a Turkish folk story was told to thirteen five-year-old Turkish preschool children. Subsequently, the children were asked to retell the story and semi-structured interviews related to the story were conducted with each of them. Findings revealed that folk stories like the Nasreddin Hodja story in this study could be a useful means for children to understand interconnections in nature and be respectful and feel empathy towards living things in nature. Teachers and educators should design more environmental storytelling activities for children.

The Impact of Tacit Knowledge Transfer Through Storytelling on Nurses’ Clinical Decision Making

Background: Clinical Decision Making (CDM) is the foremost aspect of caring for patients. Storytelling can enhance skills such as judging, and problem-solving among people, especially in clinical education environments. Objectives: The current study aimed at investigating the impact of tacit knowledge transfer through storytelling on CDM by nurses. Methods: The current quasi-experimental study was conducted on 61 nurses. The participants were selected by convenience sampling method and randomly assigned into experimental and control groups. An eight-hour storytelling session was held for the experimental group, but not for the control group. The assessment tool was the Jenkins’ CDM in nursing scale. Results: The mean scores of CDM pre-intervention were 146.80 ± 12.68 and 138.42 ± 12.64 in the experimental and control groups, respectively (P = 0.012). The mean scores of CDM post-intervention were 163.43 ± 18.45 and 139.10 ± 11.78 for the experimental and control groups, respectively (P < 0.001). The gain scores were 28.74 ± 38.90 and 0.78 ± 3.84 in the intervention and control groups, respectively. The difference was statistically significant (P < 0.001). Conclusions: The obtained results showed that the transfer of knowledge and experiences through storytelling significantly enhanced CDM score.

Person-centred leadership: A relational approach to leadership derived through action research.

How does person-centred leadership manifest in clinical nursing. Person-centred practice fosters healthful relationships and is gaining increasing attention in nursing and health care, but nothing is known about the influence of a person-centred approach to leadership practice. Most leadership models used in nursing were originally developed outside of nursing. A 3-year participatory action research study where participant leaders planned, researched and learned from their practice development. After an orientation phase, four action spirals focused on: critical and creative reflective inquiries into leadership practice change; leading the implementation and evaluation of a new nursing system; facilitating storytelling sessions with staff; and annually reflecting on personal leadership change. Multiple data gathering methods offered insight into leadership development from several perspectives. Critical and creative thematic data analysis revealed a set of attributes, relational processes and contextual factors that influenced the being and becoming of a person-centred leader. Comparing the findings with nursing leadership literature supports a conceptual framework for person-centred leadership. Person-centred leadership is a complex, dynamic, relational and contextualised practice that aims to enable associates and leaders achieve self-actualisation, empowerment and well-being. This study and its conceptual framework is of relevance to practitioners, educationalists and researchers interested in developing a relational approach to nurse leadership and person-centred cultures.

91 - Acceptance and Perceived Benefits of Conference-Based Storytelling Session on Pediatric Resident Wellness

Introduction: The principles of “narrative medicine”, including self-reflection, storytelling and creative self-expression, have been shown to increase emotional awareness and preserve empathy in medical trainees. However, the burden of clinical duties and educational experiences can be prohibitive to resident participation in a storytelling curriculum. We piloted an hour-long, narrative session during protected educational conference time.

The Scientist in the Classroom Partnership program: an innovative teacher professional development model

ABSTRACTThis article presents an in-depth study supporting the Scientist in the Classroom Partnership (SCP) program as a model of effective professional development (PD) for K-12 teachers. The goal of this study was to determine the core and structural features of the SCP program necessary for effective teacher PD. The SCP partners a classroom teacher with an STEM graduate student or postdoctoral fellow to co-teach 1 day per week during the academic year. During the summer, the teacher and fellow work together in a 10-day workshop to build the partnership, learn inquiry-based pedagogical strategies, and develop curriculum. Teacher participants from 9 years of the program were surveyed to determine the impact on the participants. In addition, teachers attended a 1-day retreat that allowed for data collection during storytelling and focus-group sessions. Likert surveys were analyzed, and the storytelling and focus-group data were coded for analysis. Five core and three structural features emerged from this analysis. The core features included gains in discipline and pedagogical content knowledge, inquiry strategies, and renewal of teaching. The structural features included the duration of PD (over 200 h), PD focused on specific grade levels, and the use of multiple types of PD approaches.Abbreviations: Science, Technology, Engineering, and Mathematics (STEM)

Quiet theater: The Radical Politics of Silence

This article examines the potential of a transdisciplinary ethnographic approach that bridges ethnography, performance, storytelling, and imagination to contribute to an activist research practice within anthropology and other disciplines. It focuses on my current research project that studies, by means of dramatic storytelling, the impact of migration on Polish Romani women’s experiences of aging. In the dramatic storytelling sessions, the ethnographer and the interlocutor stepped into character and co-performed fictional stories loosely based on their own lives. Situating the project within the context of an “imaginative ethnography” that is concerned with people’s imaginative lifeworlds, and methodological experimentations at the ground level of fieldwork, this article discusses the ways the project challenged traditional conceptions of engagement and advocacy. It considers the silence—“quiet theatre”—that engulfed the interlocutor–ethnographer interactions in the storytelling sessions as a form of radical empathic politics that works through affect, projective approximation, and empathy. In doing so, the article proposes a conceptualization of interventionist research practice as a contextually specific particularity that takes to task the meanings of politics in academic activism.