Learning and teaching narrative inquiry : travelling in the Borderlands
- Amsterdam, Netherlands ; Philadelphia, PA : John Benjamins Pub. Co., c2011.
- Physical description
- vi, 178 p. ; 25 cm.
- Studies in narrative ; v. 14.
LB1028 .L324 2011
- Unknown LB1028 .L324 2011
- Trahar, Sheila.
- Includes bibliographical references and index.
- 1. Table of contents, pv-vi-- 2. Introduction: Travelling in the borderlands or a story of not quite fitting in (by Trahar, Sheila), p1-14-- 3. Interfaces in teaching narratives (by Andrews, Molly), p15-32-- 4. Becoming a narrative inquirer: Learning to attend within the three-dimensional narrative inquiry space (by Clandinin, D. Jean), p33-52-- 5. The circle game: Narrative inquiry as a way of life in ACE, a teacher education programme (by Gidron, Ariela), p53-68-- 6. Teaching narrative inquiry in the Chinese community: A Hong Kong perspective (by Ming, Yu Wai), p69-84-- 7. Multicultural and cross-cultural narrative inquiry: Conversations between advisor and advisee (by Phillion, JoAnn), p85-106-- 8. Scrapbooks and messy texts: Notes towards sustaining critical and artful narrative inquiry (by Reed, Malcolm), p107-124-- 9. Many more than two of us: Denaturalizing the positions of speech and writing in a narrative constructionist research workshop (by Larrain, Veronica), p125-140-- 10. 'Burt's story reminded me of my grandmother': Using a reflecting team to facilitate learning about narrative data analysis (by Trahar, Sheila), p141-156-- 11. egotiating intercultural academic careers: A narrative analysis of two senior university lecturers (by Hellsten, Meeri), p157-172-- 12. Contributors, p173-176-- 13. Index, p177-178.
- (source: Nielsen Book Data)
- Publisher's Summary
- In the final chapter of this volume, the authors refer to the "pedagogical vantage points offered by narrative inquiry", an apt comment that encapsulates the volume's purpose and its spirit. As an increasing number of people throughout the world - and from a broad range of disciplines - are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.
(source: Nielsen Book Data)
- Publication date
- edited by Sheila Trahar.
- Studies in narrative ; v. 14