共查询到20条相似文献，搜索用时 671 毫秒
1.
Íris Susana Pires Pereira Ângela Campos 《Changing English: An International Journal of English Teaching》2014,21(4):359-370
This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary readers. The discussion is conducted through the critical narrative discourse analysis of a short story that is widely read by Portuguese young students. The story deals with what has become a living experience for many students – emigration – and puts opposing social ideologies about this experience in a subtle dialogue. Narratological critical analysis provides an essential tool for readers to turn those ideologies inside out. It enables them to escape the main character’s conformist positioning and develop a liberating empathy, and hence a more sensitive perspective about the social reality that the narrator offers for our consideration. 相似文献
2.
In this paper, one 19‐year‐old married mother who was sexually abused when younger discusses the painful and important role reading has played in her life. By using narrative discourse analysis, I parse the young mother’s spoken narrative and illuminate the emotions that cluster around her reading experiences. I discover that she has used reading as a way to make sense of the traumatic experiences of her childhood. I discover as well that, though she evidences immaturity, her moral thinking – refined through her roles as daughter, mother, and wife – is more nuanced than are the texts she is able to read. The questions I ask about her relationship to these books can be generalized to many non‐traditional students going to high schools, or reading in book clubs, today. 相似文献
3.
Glenys Mann 《International Journal of Inclusive Education》2016,20(9):909-920
Nelly and her children live in Queensland, Australia. When it came time for her second youngest son to start school, Nelly was not prepared for the difficulty that she had enrolling him at the school of her choice. In spite of her son's disability, Nelly thought that it was natural that he would go to his local school with his sister. It is not surprising that she expected this, given the legal and policy endorsement of inclusive education that exists in the Queensland education system. What unfolded in Nelly's life as she pursued this enrolment is the subject of this article. This is the story of a mother who believed in and hoped for inclusive schooling for her son but who found herself caught in a series of events and experiences which ultimately led to the decision to transfer him into a special school. This is also the story of how, disillusioned and regretful, she went on to undo that decision. Told primarily in Nelly's own words, this narrative provides a deep insight into one mother's efforts to exercise her parental authority, the difficulties she encountered in trying to do so, and the consequences for her son. 相似文献
4.
Labov的语篇分析模式为叙事语篇的分析提供了具有指导意义的操作方法。他所提出的分析模式包括点题、指向、进展、评议、结局和回应六个部分。结合这一模式分析Cat in the Rain一文的叙事结构,探讨该语篇的特点,以期进一步了解作者谋篇布局的超结构和写作意图。 相似文献
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6.
Makenzie K. Selland 《Teachers and Teaching》2017,23(3):244-261
This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher’s experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching and learning contexts. Using student teacher blogs about pivotal events as a main source of data, findings demonstrate that initial story themes cohered around narratives of experimentation and adaptation as central to effective teaching, but were also complicated by pervasive societal storylines about traditional teacher authority. Implications for teacher educators are discussed. 相似文献
7.
Sara Kersten 《Children‘s Literature in Education》2018,49(3):282-301
Cece Bell’s (El Deafo, Amulet, New York, 2014) is a middle childhood graphic novel memoir that explores the author’s experiences of losing her hearing and growing up with a severe hearing loss. As a graphic novel, the story is able to avoid a medicalized view of disability by combining image and text, a format that allows readers, those with hearing and those without, to step inside the narrative and deeply consider Bell’s experiences. The narrative elements typically found in graphic novel autobiography create a communal reading experience, which does not allow readers to forget who the book is about. After an analysis of the primacy of these narrative graphic novel elements in telling a story about a disability, this article shares the reading experiences of university students in exploring this story, during which students used both the image and text to help them confront misconceptions they had about deafness, broadening their understandings and experiences around disability. 相似文献
8.
Ted Newell 《Religious education (Chicago, Ill.)》2013,108(5):543-553
Freedom movements historically have shown power to transform social and personal identity. Absorbing the narrative of a movement can lead to something not unlike conversion. Accepting the truth of a movement's story implies change in who one believes oneself to be and may reorient one's life story. Movements like Cesar Chavez's National Farm Workers Association of the 1960s offer a distinctive reading of history that refocuses individual and collective memory around a cause. In this article, I explore one movement's holistic approach and urge that church education should be re-imagined as comprehensive storytelling. 相似文献
9.
Dustin Garnet 《International Journal of Research & Method in Education》2017,40(4):389-402
In the pursuit of my doctoral research on the institutional history of the art department at Central Technical School (CTS) in Toronto, Canada, I amassed a collection of oral histories from 20 current and former CTS art instructors and students, recorded across the country. As an instructor in the CTS art department in addition to being its historian, I set out to produce a comprehensive and multifocal account of the history of this transgenerational community of which I am a part. The following article focuses on one research participant in particular: Sue Shintani, a former student and long-time program volunteer, whose recollections of the CTS art department helped to form an interwoven narrative of the men and women who taught at or attended this hybrid location of applied and fine art education. Sue's insights stretch over 60 years, from her experience as a high school student in the 1950s, to her time as adult student in the 1990s, to her role as a school volunteer up to the present day. In this reflective examination, I ask whether it can be claimed that the quality of oral history research correlates with the depth of the interpersonal relationship between interviewer and interviewee. 相似文献
10.
《Studying Teacher Education》2013,9(2):127-141
This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own. 相似文献
11.
Abstract Interest in story in teaching has been linked to teacher research (Carter, 1993; Elbaz, 1991), to teacher education (Connelly &; Clandinin, 1994), to curriculum (Britz‐man, 1989; Gudmundsdottir, 1991c), and to school change (Giltin, 1990). I wish to argue here for a link between story and one form of teacher reflection, for portfolio construction, unlike more conventional forms of teacher development, encourages teachers to tell the story of their classrooms and to frame that story in particular ways. I wish to argue here for a view that constructing a portfolio shifts the ownership of learning to the portfolio‐maker and that in this constructing, we can trace a teacher's developing understanding of pedagogy. Specifically, my aim is to illustrate the narrative dimensions of a self‐generated portfolio question — its interpretations, the reflections upon its meaning, and its transformations of pedagogical understanding — as this text becomes pedagogy and pedagogy becomes text. This interpretive process is illustrated through a case study of Ellen Nicol, a secondary English as a Second Language teacher, in her graduate teacher education year and her first 2 years of classroom teaching. Ellen's pedagogical text, her question, is reinterpreted with major changes each time she comes to understand more completely the richness and complexity of her classroom. Each new transformation and reinterpretation serve as guide for selection of materials, for selection of pedagogy, and for assessment of success. Each new collection of pedagogical information serves as impetus for possible reframing and transformation of the text. 相似文献
12.
Learning to look through the eyes of our students: action research as a tool of inquiry 总被引：1，自引：1，他引：0
Abstract The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching. 相似文献
13.
Karen D. Schwartz Zana M. Lutfiyya 《Journal of Research in Special Educational Needs》2009,9(1):27-38
Our society treats people with disabilities in an inequitable manner when compared with non-disabled people. This marginalisation is especially telling in the area of end-of-life issues. The confounding of disability with terminal illness can support practices of encouraging death via assisted suicide and other means for people who, although vulnerable, are not at the end of their lives. The purpose of this paper is to examine a series of news articles covering a Canadian story of assisted suicide. From 2004–2006, newspapers followed the case of Marielle Houle, a mother accused of assisting her son in committing suicide. Although he had a disabling condition at the time of his death, Fariala was not at the end of his life. We use the analytical framework of critical discourse analysis to understand what role, if any, the press played in creating and reinforcing larger societal assumptions about living and dying with a disability. 相似文献
14.
《Critical Studies in Education》2013,54(3):247-260
This article examines interview talk of three students in an Australian high school to show how they negotiate their young adult identities between school and the outside world. It draws on Bakhtin's concepts of dialogism and heteroglossia to argue that identities are linguistically and corporeally constituted. A critical discourse analysis of segments of transcribed interviews and student-related public documents finds a mismatch between a social justice curriculum at school and its transfer into students' accounts of outside school lived realities. The article concludes that a productive social justice pedagogy must use its key principles of (con)textual interrogation to engage students in reflexive practice about their positioning within and against discourses of social justice in their student and civic lives. An impending national curriculum must decide whether or not it negotiates the discursive divide any better. 相似文献
15.
Classroom stories of multicultural teaching and learning 总被引：3，自引：2，他引：1
Joann Phillion 《课程研究杂志》2013,45(3):281-300
This is the second of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the research was to describe the details of teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning, which I call 'narrative multiculturalism'. In this paper, I provide a sampling of stories that illustrate what contributed to my changing thinking about multiculturalism. Four short stories focus on a participant teacher in her school, in her classroom and in interaction with her students. The stories illuminate the complexity of multicultural teaching and qualities of narrative multiculturalism. In the analysis of the stories I explore multicultural understandings that developed from the experience of being in the classroom, being in relationship with a teacher participant, and our on-going dialogue. 相似文献
16.
Anne M. Phelan 《课程研究杂志》2013,45(1):93-114
Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters. 相似文献
17.
Michelle Forrest Terrah Keener Mary Jane Harkins 《Asia-Pacific Journal of Teacher Education》2010,38(2):87-101
The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics. 相似文献
18.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2011,6(2):413-434
One of the central challenges globalization and immigration present to education is how to construct school language policies,
procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language
experience narratives along Elena’s developmental trajectory of becoming an urban science teacher. Elena reflects upon her
early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms.
The findings from Elena’s early schooling experiences provide an analysis of the linkages between Elena’s developing English
proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena’s experiences as a preservice teacher in two
elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections
between language learning and science learning. I propose the language experience narrative, as a subset of the life story,
as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate
future language practices. 相似文献
19.
Fiona M. Collins 《Literacy》2005,39(1):10-17
This article explores the place of the class novel within the current primary curriculum. It begins with an overview of past and current thinking about reading aloud to older primary‐age children. The discussion then moves on to describing research carried out with 43 primary postgraduate student teachers, which aimed to investigate the students' school experiences of observing reading aloud and working on whole narrative texts. Lastly, the article focuses on how the findings influenced changes made to a postgraduate primary course in order to support and develop students' understanding of the role that reading aloud plays in developing children's critical understanding of story. 相似文献
20.
Mathematical biography and key rhetoric 总被引：1，自引：0，他引：1
Raimo Kaasila 《Educational Studies in Mathematics》2007,66(3):373-384
The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct
a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course
in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year
methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s
mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric
that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence. 相似文献