Stories Of Teachers Research Articles

Every Teacher is Special: Stories of Heroism

Teachers are modern-day heroes contributingnto the development of every child. This study primarily aimed to recognize and value the heroism of SPED teachers through real-life success stories of individuals with developmental delays who underwent the Community-based Early Intervention Program (CBEIP). The study followed a descriptive research design that targeted five participants who were purposively selected by two of their retired SPED teachers in an elementary school in Legazpi City Division SPED Center. Interviews were conducted to gather the needed data and a documentary film was crafted to preserve the veracity of the collected information. Findings revealed that the teachers contribute a great part to the achievement of the five participants. Results also showed the struggles SPED teachers have encountered during their community days and how they were able to deal with them. Using cross-case analysis the study emphasized that every teacher's story is a story of heroism. The study recommends documentation of teachers' stories in every field which may serve as inspiration to everyone.

How to Become Happy? Therapeutic Narrative in the Life Stories of Self-help Teachers in Lithuania

The article discusses how a therapeutic narrative is constructed in the life stories of selfhelp teachers in Lithuania. In-depth interviews with the members of the study group revealed that a prevalent structure of the narrative of this group could be discerned and identified as therapeutic narrative. It adapts the perspective of Western therapeutic culture and modifies it by introducing the dichotomy of ‘true’ and ‘false’ desire for self-transformation. The causes of personal misery are here explained by the prevailing emotional culture specific to Lithuania. This culture is characterised here by general fear, mistrust, insecurity, and the stigmatisation of the display of positive emotions as consequences of the experienced cultural trauma and anomie in the Lithuanian society.

“What is up With the Dude Wall?”: An Examination of Academic Portraiture, Race, and Gender in Dear White People, The Chair, and Master

Abstract This article provides an examination of the ways in which academic portraiture is deconstructed in three contemporary visual narratives whose academic protagonists are women of color, the Netflix series Dear White People (2017-2021), which is based on the 2014 film of the same name, both of which were created by Justin Simien; the 2021 Netflix series The Chair, created by Amanda Peet and Annie Julia Wyman; and the 2022 film Master directed by Mariama Diallo. In all three narratives, institutional portraits of white men are overdetermined as symbols of a foundational, historical, and omnipresent white supremacist misogyny that permeates higher education. Furthermore, these portraits serve to frame these narratives by conveying characters’ positions as both products of and confrontational to an academic nostalgia for the past conveyed through the prevalence of portraits of wealthy white men – and the white male gaze – who have shaped and continues to shape and determine the white supremacist story of higher education in the United States.

Living Kidney Donation Stories and Advice Shared Through a Digital Storytelling Library: A Qualitative Thematic Analysis

Rationale & ObjectiveDespite the development of numerous educational interventions, there has been limited change in actual living donor kidney transplant (LDKT) rates over time. New strategies, such as the inclusion of patient stories in patient education, show promise to inspire more people to donate kidneys. This study identified the challenges faced, coping strategies used, and advice shared by transplant donors and recipients.Study DesignQualitative thematic analysis.Setting & ParticipantsOne hundred eighteen storytellers across the United States and Canada, including 82 living donors and 36 kidney recipients of living donor transplants who shared their stories on the Living Donation Storytelling Project (explorelivingdonation.org), an online digital storytelling platform and library.Analytical ApproachA poststorytelling survey assessed participant demographics. Two coders conducted tool-assisted (Dedoose v.8.3.35) thematic analysis on narrative storytelling videos and transcripts.ResultsStorytellers were predominantly White (79/118, 66.95%), female (76/118, 64.41%), and non-Hispanic (109/118, 92.37%) with college/vocational education (50/118, 42.37%). Common themes were found related to living donation challenges for donors and recipients (eg, the fear of not being able to complete the LDKT process, of unsupportive family or rejected donation requests, and of unknown or adverse surgical outcomes and graft rejection) and recommended coping strategies (eg, seeking LDKT information, using prayer, and relying on a support network). Recipients provided advice that included being proactive and staying hopeful, whereas donors recommended seeking support, researching LDKT to comprehensively learn, and building a community of support.LimitationsLimited representation of diverse demographics.ConclusionsAlthough supplementary to traditional education about LDKT, digital storytelling provides a source of peer support that can enhance the experience of donors and recipients and encourage autonomy and self-management after transplant.

Diversity and homogeneity in Spanish-language picture books with non-human characters

ABSTRACT We analyse a corpus of 99 recent Spanish-language picturebooks, based on converging recommendations of prestigious reading promotion institutions in different countries. Focusing on the books that feature non-human characters, we inquire into how animals and other creatures may open possibilities to present diverse and intercultural worlds narrating difference differently. Using critical content analysis with an intersectional lens, we give an overview of the predominant narratives about groups and societal organisations in recommended children’s books. Most of the books in this sample (re)produce a desire for a social homogeneity, depicting communities of similar creatures threatened by those of a different kind and/or by the destabilisation of hierarchical orders. We highlight a few books that open up possibilities to narrate shifting identities and social positionings, as well as dynamics of exclusion and propose to look at the potential of non-representational stories for intercultural education.

Seeking Clarity in Murky Waters: Nuances of Equity and Social Justice From a Teacher Perspective

In this study, I examined interactions between an English teacher and her students to illustrate ways in which issues of equity and social justice may play out in nuanced ways in the implementation of school curriculum in a diverse, Midwestern high school. These stories of classroom teacher and student experiences reveal complexities of how equity and social justice might unfold for students, and be understood by a teacher as she works with her students, to build a body of “teacher knowledge” (Clandinin and Connelly, 1996) that grows as the teacher gains experience. Examining complexities of “teacher knowledge” as a classroom teacher attempts to acknowledge her students’ social and cultural backgrounds while also implementing curriculum that meets requirements established by her school board, offers insight into challenges a teacher might encounter while working with students of diverse backgrounds in a school context.

“Students were just sticky notes on JamBoard”: A first‐year biology teacher's story of 2020–2021

AbstractFor decades, a student's preparation for licensure to teach has been rather standard with increased time in field placements culminating with a semester of student teaching. During the Spring 2020, this changed for preservice students scheduled to “student teach.” Due to COVID‐19, schools closed for several weeks and re‐opened online. The current wisdom on student teaching and induction is based on research conducted within an in‐person environment. Little research exists on the experiences of these teachers. Therefore, we used an exploratory, descriptive case study design to understand the 18‐month experience of one biology teacher as he navigated student teaching and his first‐year induction. Twenty‐nine conversations were conducted (recorded, transcribed, and analyzed) between March 2020 and May 2021. In addition to telling John's story, the four themes of (a) other ways became the norm, (b) no wisdom from elders, (c) I built it but they did not come, and (d) what happened to hall, bus, club, or cafeteria duty were found. We anticipate the information from this study will help educators rethink and reconstruct science teacher preparation and induction in ways that will help in a nontraditional environment.

Affectual Erasures: Representations of Indigenous Peoples in Argentine Cinema

Affectual Erasures: Representations of Indigenous Peoples in Argentine Cinema

Stories of Design Education: An Analysis of Practices and Competencies

AbstractUsing 61 stories from design educators from different countries, this paper presents (1) the design competencies being fostered at different levels of education, (2) the practices (approaches, techniques, methods and tools) used to facilitate teaching and learning, (3) the ‘non-design’ competencies being fostered, and (4) the impact of COVID 19. Our findings highlight design education is not only used to teach students how to design, but also to kindle productive attitudes, behaviours and mindsets that give them the ability to address a wide range of challenges.

Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England: ‘carrying the weight of racism’

ABSTRACT This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities – including gender, class, accent, and the subject they taught – to emphasise the variety of racisms experienced by these teachers. The stories of teachers, both early in their careers and with decades of teaching experience, provide powerful evidence of the cumulative effects of racism experienced by teachers and the continued power of race with the education system in England.

The Story of Volunteerism Among Tulunan Mobile Library Volunteer Teachers

The outburst of COVID-19 pandemic caused the abrupt change in the whole world and educational system is not an exemption. The Department of Education in the Philippines made a quick decision that mode of teaching has shifted to modular approach. This phenomenon caused a lot of problems which lead Tulunan Local Goverment to initiate a program they called “ Tulunan Mobile Library”. This phenomenological research sought to describe the story of the mobile library volunteer teachers in teaching mathematics at the Municipality of Tulunan, North Cotabato, Philippines. It investigated the experiences and coping mechanism shared by the informants. Using in-depth interviews, the following were the struggles of the volunteers extracted through thematic analysis: insufficiency of resources, minimal expertise in teaching Mathematics, diversity of learners and time constrains. However, they managed to push through with their volunteerism through these coping mechanisms: they developed patience, practiced planning ahead, remained passionate and motivated their learners. This study points out the importance of preparedness in every voluntarism engagement that may be used in teaching. Furthermore, it can be noted that the participants experienced difficulties and struggles but those did not stop them to continue their act of volunteerism. They are very resilient and developed coping mechanism.

A Teacher’s Experiences on the Use of E-Portfolio as Students’ Portfolio Assessment in Teaching Speaking : A Narrative Inquiry

This article discusses the use of the e-portfolio as students’ portfolio assessment done by an English teacher in teaching speaking at junior high school level. The narrative inquiry was chosen as the research design to reveal the story of the English teacher’s experiences in using e-portfolio. The research data was obtained from the teacher through an interview and then it was analyzed via narrative analysis.The findings of the study indicated that ; 1) the reasons why the teacher used e-portfolio were related to the students’ attention and the shifting of assessment method from traditional method to modern method .Furthermore, it also compiled the students’ speaking assignments along with its assessment neatly. Meanwhile, the problems that the teacher faced in using the e-portfolio were related to unstable internet connection and the difference of students’ ability in running it. The results suggested that the e-portfolio could be used as one of strategies to elevate students’ speaking ability since it made them reflect on their speaking ability to be better through the old video collections placed on it which contain about feedback and their speaking score performance.

A Danish case study of a sociomaterial construction of a new nomos and purpose of higher education

This article combines Bourdieusian practice with narrative sociomaterial theory to investigate what story of higher education and its purpose is being conveyed to students. Our case study revolves around a Danish university. We conduct a sociomaterial analysis of three university sites: an information day for prospective students, a video of a campus tour, and on-campus signage. We subject photographs of these data and the transcribed video to a sociomaterial analysis of how material objects and human subjects are socially positioned. We find that sociomateriality constructs two conflicting narratives about the purpose of higher education. High school graduates are courted with a narrative of an educational, person-centric, and knowledge-centric journey that will safely lead to favorable professional positions. Upon enrollment a changed, market-centered narrative envisions students as soon-to-be business assets who must self-optimize to forge a career. Both narratives remain at the stage of ante-narrative as they do not provide an ending: while the person-centric narrative is replaced upon enrollment, the business-centric narrative reduces university experiences to the “start” of the students’ career. On a sociopolitical level, our case is indicative of the trend of higher education adjusting its symbolic rules to business parameters and thus handing over relative autonomy to the economic field. Moreover, our study entails implications for theory in that it brings together Bourdieusian and Bojean (ante)narrative theory and conceptualizes dominant narratives as nomos. The paper further offers ideas on how to document and analyze data for researchers taking a sociomaterial approach.

Silent struggles: women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh

ABSTRACT This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education actors in processes of societal transformation and peacebuilding through a gender-specific lens, to explore our contextual understanding of agency through a cultural political economy approach, complemented with insights from critical and decolonial peace education. By presenting the often silenced and marginalized stories of women leaders, educators and grassroots actors, we explore their views and experiences in – consciously or unconsciously – transforming or reproducing existing (in)equalities and potential conflict-triggers in contemporary Aceh.

Apprenticeship Pedagogy for Teaching Indigenous Popular Literary and Multi-Media Genres

Apprenticeship Pedagogy for Teaching Indigenous Popular Literary and Multi-Media Genres Brenda Vellino (bio) As I am writing this chapter on unceded Algonquin Anishinaabe territory in the Kiji Sibi (Ottawa River) watershed of northern Turtle Island, I am teaching an Indigenous drama course to fifteen students on Zoom. Recent encounters with teachings from Algonquin Anishnaabe educators, scholars, and performance practitioners are rearranging my learning and teaching practices.1 These will indelibly shape how I teach my next offering of a seminar in Indigenous Popular Literary and Multi-Media Genres, the subject of this essay. The teaching story I offer here is thus a continual work in progress, changing even as I teach and write in this semester. I was raised in settler culture without knowing that an ethical existence depends upon respecting the Indigenous territories I was living in. I also passed decades of my life before learning what John Borrows, Aaron Mills, Zoe Todd, and Anna Kanngieser have taught us: that stories arising from these lands and waters teach kinship relations principles and responsibilities for the humans and more-than-human beings dwelling there. Although I was in high school more than forty years ago, this is still true for those settler students present in many of our Indigenous literatures classrooms. Learning more about how to learn beyond the simple fact of a land acknowledgment has rearranged my brain, just as rethinking my address from the point of view of being a citizen of the Kiji Sibi watershed has done.2 An ongoing practice of decolonial land and territories apprenticeship-based learning informs how I encourage diverse student engagement in my Indigenous Popular Literary and Multi-Media Genres course.3 While key discussions of Indigenous literary pedagogy are foundational,4 my thinking draws particularly on multidisciplinary [End Page 163] Indigenous perspectives with pedagogical implications. An Indigenous literatures course can be productively informed by Indigenous-led conversations from performative storywork methodologies, legal studies, and decolonial place-based studies. The confluence of these overlapping areas is an informing matrix for the development of this course. Key emergent contexts for my teaching include storywork priorities as theorized by Jo-Ann Archibald (Stó:lō) and Brunette-Debissage (Mushkego Cree iskwew/French) and Pauline Wakeham for engaging Indigenous literary studies from the perspective of relational respect and responsibility. John Borrows (Chippewas of Nawash) and Aaron Mills (Anishinabe) further emphasize the ways that oral stories carry legal principles governing responsible relations between all elements of the multispecies world. This is augmented by experiential learning practices that pay careful attention to decolonial land and territory positioning where land is not taken up solely as an abstract literary theme, setting, or metaphor (Tuck and McKenzie, 134, 148). To have an inkling of how to engage with relational kinship priorities manifest in the "animacy" of land, plants, trees, and beings in oral, written, and performance texts (Watts; Todd and Kanngieser; Cariou), it is important to have a tangible sense of the lands and waters where one resides and the laws arising from them. Anishinaabe legal scholar Aaron Mills advocates for settlers to "respect and live by" Indigenous laws arising from the territories where one lives: "to understand that you are … always in relationship with everybody there, including all those non-humans who fly, walk, crawl, swim, reach, and rumble" (20–24). His call to "do much more than simply make space for our voices," invites reflection on what it might mean for instructors and students to live in a way that reflects principles of territorial Indigenous laws. What might it mean to read and respond to texts from this perspective? This question can be productively applied to engagement with all forms of literary, visual, and performative storywork, augmented by attention to performance studies priorities for embodied and multi-sensory engagement (Archibald-Barber, Ravensbergen, Lachance). My apprenticeship journey began and continues through experiential learning from diverse Indigenous knowledge holders, educators, and artists at public gatherings like the CACLALS Aboriginal Round Tables (http://caclals.ca/about-us/), community events, lectures, art shows, and performances. Informed by these, I began to teach selected Indigenous [End Page 164] fiction, poetry, and drama as key texts in a Canadian literature survey course, oriented...

Dance as an agency of change in an age of totalitarianism

This article identifies two different paths where the amnesia described by Hannah- Arendt and the fragmentation identified by Willie James Jennings of our historical past has distorted how people today view dan-cing. I set out how the Christian entanglement with colonial powers has impacted on people’s abilities to relate to their bodies, lands and other creatures of the world. I describe how the colonial wound of Western society forms the basis of the loneliness and alienation that totalitarianism inculcates. After this, I examine how people who seek to find a solid tradition of dance within the Western traditions of Christianity often end up in a conundrum when they seek to legitimize the existence of the tradition in the wrong places. I show how seeking roots for Christian dance practices in Jewish customs is often entangled in supersessionist understandings. These arguments are constructed by means of both J. Kameron- Carter’s writings on race and theology and the black political theology outlined by Vincent W. Lloyd. The second-most-often chosen option for creating a dance tradition for Western forms of Christianity is to romanticize the non-Western ‘other’. Using Lindsey Drury’s work, I argue that dancers have perpetuated the interests that seek to possess the ‘other’ by bringing exotic dancers to the Western marketplace. Finally, I describe the third option – more commonly found amongst those critical of Christian tradition – to seek the roots of transformational dance practices in Hellenistic and more esoteric teachings flourishing in the early twentieth century. We run into the often forgotten or neglected stories of renowned dance teachers like Rudolf Laban and Isadora Duncan on this path. By combining esoteric bodily practices, Mother Earth ‘spirituality’ and superior views about race, they not only promoted but laid the foundation for how people were manipulated in the Third Reich. I end by sharing ethnographic stories of resistance towards how these past historical patterns have affected how dance is viewed today. Those exhibiting such resistance are not always consciously aware of the historical roots I have described. However, engagement in contemplative and healing dance practices seems to be forging new and better ways to create community and to live in a connected way with creation and our creatureliness (Hellsten 2021a). The central theme of these practices is to resist the illusion of perfection and control while helping people to listen to and discern the Holy Spirit leading them into a new way of living.

Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

The study presented investigates the understanding of feminist literature by preschool children in a Spanish school. To carry out the research, semi-structured interviews with 65 students were performed, in order to discuss the story, The Paper Bag Princess. The data analysis was conducted under a poststructuralist lens, using the cultural matrix of gender as a tool for analysis. This document collects the results obtained from the following categories of analysis: emphasis on female beauty, discourse of romantic love, comparison with traditional stories (category maintenance work) and alternative discourses of femininity. The findings of the study indicate that boys and girls use two different strategies when coming in contact with feminist tales: comparing the feminist story to the, hitherto, considered ‘correct’ or natural order and correcting every element that challenged the structures of the cultural matrix.

Teaching Style Portrayed in Dead Poets’ Society Film

Education cannot be separated from the role of a teacher and the teaching style used. The teaching style is a technique in presenting the teaching content. So that the teaching style can attract students' interest. Dead Poets Society is an educational film with the theme of Education. This film tells the story of an English teacher who inspires his students by teaching poetry using his unique teaching style named John Keating. He uses a different teaching style from other teachers in giving lessons till the students are interested to learn poetry. The object of this research is the main character in this film that is Mr. John Keating and the students’ interest in the teaching style used by the main character. The method This research uses qualitative descriptive. The result of this research was found that there were two types of teaching styles used by the main character in Dead Poets Society film. Those are Personalize Teaching Style and Interactional Teaching Style. Meanwhile, the students’ interest in responding to the teaching style used by the main character are only some of the appropriate indicators, those are Concentration while learning, focusing while the teacher explains the material, Enthusiastic to follow the lesson, trying to do the task difficult as any, enjoying in doing the task or exercise given by the teacher at school, having a high enthusiastic to the lesson and the teacher, and the last is answering the question from the teacher.

An Analysis of Daily Trust Newspaper in The Promotion of Girl Child Education in Northern Nigeria

Girl child education has been a problem in most developing countries, Nigeria inclusive. The problem of the Nigerian girl child is the cultural web in which she is caught which makes it impossible for her to compete with her peers in the developed world. Various studies have shown that there is a strong link between girls’ literacy rates and religious and traditional misconceptions. As Nigeria is a very religious country, many of its citizens tend to live according to the holy writings, be it the Bible or Quran. That is why many households think that girls should not receive education in the same way boys do, if they receive it at all. The same can be said for traditions. Many people still live with a very traditionally biased view on life. According to this view, a girl should grow up to be a mother and a housewife. Why would she need education for that? Out of these reasons stems another one: gender discrimination. Girls are discriminated based on their gender both in their communities and in schools. Their achievements are not considered as significant as the boys’ achievements are. Women’s history is not taught at schools. Less attention is paid to educating girls on the topics of their bodies and their health. In line with this background, this research work was conducted to determine the role of the print media (Daily Trust Newspaper) in promoting the girl child education through its publicities and to what extent. Internet based method was used to gather data which were analysed using descriptive method and simple percentage. The population of the study is 391 weekly editions (educational stories) within 12 months (September 2020-October 2021). The findings revealed that educational issues are paid the least attention to in news coverage in Daily Trust Newspaper when compared to other issues. It was recommended among others that the print media should make conscious effort to ensure a wider and consistent coverage of educational issues to sensitise policy makers, and other stakeholders on the importance of girl child education as this will ensure the provision of solutions to problems affecting girl child education, promoting national development.

Finding the Story.

Story is the oldest known way of sharing knowledge and information and engages us in our collective humanity. In research settings, story brings meaning to complex ideas, making them feel palpable and connects us with our audience. Historically, the disciplines that take a research interest in the importance of narrative have been largely in fields like the philosophy of science/medicine, medical humanities, and sociology though story is "always already" a part of scientific research. Humanities have gained traction in medical and science education, and researchers are seeking such curricula to communicate more effectively with the public and their students. We believe that story is an effective tool to enable CTS investigators to be effective educators and communicators of translational science. Story-based interdisciplinary pedagogy emphasizes an approach encouraging clinical researchers to keep the human story as the driving force of research design, dissemination, and application of research to diverse audiences. In this article, we provide backgrounds on successful programs that have used story in science communication and education as well as a tool researchers can use to incorporate the structure of story into their own work.