共查询到20条相似文献，搜索用时 31 毫秒
1.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
2.
Saloshna Vandeyar 《高等教育研究与发展》2020,39(6):1276-1289
ABSTRACT This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their identities that were negotiated with others within personal, historical and situational contexts. The study of BIAs’ lives from their perspective, in which they actively and socially develop their identities, not only provides a lens through which they can be understood as shifting constructions of identity but allows them to rethink who they are and have become and what influence power relations have in promoting or negating their sense of academic self. 相似文献
3.
This paper describes and analyzes how context acts as a resource for and a constraint upon the personal experience narratives educators tell. Since personal experience narrative is both a form of oral literature and a sociolinguistic event, a narrator is obligated to attend to both the poetic demands of telling a good story and the demands of context. Through a detailed case study of a personal experience narrative, told in the culturally defined scene of a teacher study group, the author demonstrates how the powerful subtleties context can undermine educators? personal experience narration. 相似文献
4.
Alison L. Black Gail Crimmins Linda Henderson 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):530-544
ABSTRACTThis paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied knowledge to question and challenge workplace systems and structures of power and sexism and invisibility. Importantly, this paper opens the space for women’s visibility, voice and agency in academic and educational life. 相似文献
5.
Christabelle Sethna 《Gender and education》1993,5(2):139-155
Interviews with some women graduate students at the Ontario Institute for Studies in Education reveal that the presence of men students in feminist academe is a complex and conflicted issue. Women respondents were concerned about men's personal, political and epistemological appropriation of feminist space in academe. The women's concerns arise out of men's actual behaviour and/or perceived motivation inside and outside the classroom. Such concerns are possibly linked to the women students’ sense of proprietorship over the women's studies enterprise.
6.
Gail Crimmins 《Educational Action Research》2017,25(3):337-353
This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and preoccupations re-presented. In particular, they identified that the drama’s re-presentation of casual academics’ feelings of insecurity, precarious collegial relationships, and a lack of belonging and voice strongly resonated with them. The presentation also provoked them to communicate their own lived experiences of academia, which constituted a second set of narrative data. Moreover, when the audience was invited to engage with and respond to performed data they became active and collaborative participants in the research project by sharing personal insights and narratives which extended the scope and depth of the initial research project. Therefore, a public re-presentation of narrative research can transform narrative inquiry research into an action research project if the researcher adjusts her/his research approach and accepts that the audience narrative response can function as a second phase of data gathering. Adjusting to the emergent generation of data in turn further democratises research processes and relationships. 相似文献
7.
美国后现代叙事理论家苏珊·S．兰瑟在对西方女性作家的小说文本分析基础上提出了三种叙述声音：作者型叙述声音、私人型叙述声音和集体型叙述声音。通过考察中国五四时代以来的女性作家小说文本,发现这三种叙述声音的特征对它们同样适用。在西方理论和中国文本相互观照的基础上,发现中国女性的叙述声音经过了一个由不自觉的隐匿（他者赋权）、自觉的显现（自我赋权）到与人物的声音交融（相互赋权）的过程,体现了中国女性作家书写的逐步成熟。 相似文献
8.
珍.韦伯斯特是美国二十世纪初著名女作家,其经典代表作《长腿叔叔》深受广大读者喜爱。本文以女性主义叙事学作为研究方法,分析韦伯斯特所处时代女性生存状况、个人生活经历,以及作品中以树立女性权威为目的的女性叙事,认为韦伯斯特的创作受当时女性社会状况及个人生活经历影响,她希望通过文学创作争取女性的发言权,构建女性权威,通过作品对社会施加影响。 相似文献
9.
张慧敏 《海南师范大学学报(社会科学版)》2014,27(6):32-39
在《洼地上的“战役”》里,起初路翎当欲描绘英雄的故事,记载一次抓美军俘虏的战役中,年轻新兵阵亡的故事,但随着叙事进程的展开,却将英雄的故事写成了爱情故事,而且通过叙事技巧产生了几乎颠覆“领导权”的效果.文本如何记载历史？在历史时间、叙事时间以及心理时间的拉锯和构设中,如何在叙事话语中潜藏自我的感受和判断？叙事者使用了何种叙事策略,有何叙事意图,从而发出了一种与正史不同的声音？论文立于叙事学角度,从“背离作者的叙事者”、“‘偷窥’的意义——全知全能”、“复调叙事中‘独白’功能”三方面,对路翎《洼地上的“战役”》进行细读分析,在叙事机杼中探勘些许战壕掩埋着的历史的残垣碎片. 相似文献
10.
Claire Maxwell Peter Aggleton 《International journal of qualitative studies in education》2013,26(7):848-865
There are a number of gaps in current understandings of the links between young femininities, agency and social class. Building on recent work, we examine how closely young middle-class women in one fee-paying school in England take up so-called top girl discourses and explore whether and how such discursive positions are linked to agentic practice within sexual and intimate relationships. Only one young woman in our study appeared to relatively successfully embody the idea of a ‘top girl’ and, through the use of an ‘I am powerful’ narrative voice, appeared also to demonstrate the most sustained, agentic approach to her sexual and intimate relationships, as well as many other parts of her life. Although other young women also drew on this idea of themselves as powerful, their narratives demonstrated fewer moments of agency, largely because they desired equally confident, assertive men as their partners (whom they understood would be dominant to them). 相似文献
11.
陈耀辉 《宜宾师范高等专科学校学报》2008,(4):55-57
女性叙述声音是女性意识和表达方式的结合体,“半自传体”个人叙述声音真实地虚构了叙述者、作者、主人公三位一体的客观自传和精神自传,体现了女性写作对话语权威的追求。 相似文献
12.
《Teaching and Teacher Education》2001,17(2):133-146
In work on cultural difference, personal stories are powerful means of becoming aware of the taken-for-granted arrangements of one's own culture, of piercing walls of hostility and of coming to understand other cultures. This article examines an experience with narrative and storytelling in a workshop on coexistence in a teacher education setting in Israel. Drawing on student writing and the instructor's journal, the account highlights the Arab and Jewish student teachers’ experiences in the encounter, focusing on how they storied and restoried their understandings of ‘what goes on in the heart and the mind’ of the Other. 相似文献
13.
Telling and writing personal stories is a powerful means of fostering teachers' professional growth. However, little attention has been paid to the professional and personal growth of teacher educators/researchers who engage with students and research participants in personal storytelling and autobiographical writing. This article explores the contribution of writing to the development of personal narratives of practice among teacher educators/researchers, and considers the potential of the writing workshop as a space where diverse voices can find expression. Drawing on phenomenological and narrative methods, we examine work with both pre-service and experienced teachers, describing the ways that space was created for a 'dialogue within difference' where participants could express themselves fully. The main questions addressed are: how does personal writing enable teacher educators to understand the experience of students; how do we as teacher educators/researchers learn about ourselves through the mirror of our students' writing and our response to it; and how do the institutional contexts of university and college affect the processes by which stories are told, reflected on and re-storied? 相似文献
14.
Pentti Sinisalo Katri Komulainen 《International Journal for Educational and Vocational Guidance》2008,8(1):35-48
This article analyses the career narrative produced by a woman working as a small-scale entrepreneur. Career and career transitions
are analyzed in two ways: The sub-stories told in the interview have been analyzed using William Labov’s structural analysis
of personal stories; career management competencies are used in the analysis of creating coherence in the career narrative.
The characteristics of career created in the narrative, the transitions included in the career and how the entrepreneurial
self is created in the narrative are explored.
Résumé. Créer de la cohérence en transition de carrière: Une étude de cas de récit de femme entrepreneur. Cet article analyse le récit de carrière produit par une femme travaillant comme entrepreneur dans une petite entreprise. La carrière et les transitions de carrière sont analysées selon deux axes: les épisodes recueillis au cours de l’entretien ont été analysés en utilisant l’analyse structurale des histoires personnelles de William Labov; on a eu recours aux compétences de gestion de carrière pour analyser la fa?on de créer de la cohérence dans le récit de carrière. On explore les caractéristiques de la carrière créées dans le récit, les transitions incluses dans la carrière et la manière dont le soi entrepreneurial est créé dans le récit.
Zusammenfassung. Die Schaffung von Koh?renz beim Berufsübergang. Eine narrative Fallstudie mit einer Unternehmerin. Dieser Beitrag analysiert die Berufslaufbahn, narrativ berichtet von einer Frau, die als Kleinunternehmerin arbeitet. Berufslaufbahn und Berufsüberg?nge werden in zweifacher Hinsicht analysiert: die im Interview erz?hlten Einzelberichte wurden an Hand von William Labov′s Strukturanalyse der pers?nlichen Geschichten untersucht und die Berufsmanagement- Kompetenzen werden in der Analyse daraufhin analysiert, wie Koh?renz innerhalb der Berufslaufbahngeschichte erzielt wird. Es werden die in dem narrativen Bericht gebildeten Merkmale der Berufslaufbahn, einschlie?lich der Berufsüberg?nge untersucht sowie die Art und Weise, wie das Unternehmer-Selbst in dem narrativen Bericht gebildet wird.
Resumen. Creando coherencia en la transición de la carrera: Un estudio de caso narrativo de la mujer empresaria. Este artículo analiza las producciones narrativas de una mujer empresaria que trabaja en una compa?ía peque?a, en relación con su carrera. La carrera y las transiciones son analizadas de dos formas: las sub-historias contadas en la entrevista han sido analizadas usando la técnica de William Labov de análisis estructural de historias personales; las competencias para la gestión de la carrera se utilizan en el análisis de cómo crear coherencia en la narrativa sobre la carrera. Se exploran las características de la carrera creada en la narrativa, las transiciones incluidas en la carrera, y cómo se crea el ser empresarial en la narrativa.相似文献
15.
武天瑜 《合肥教育学院学报》2014,(5):60-63
女性主义叙事学主要研究叙事话语与性别及身份的关联,是西方后经典叙事学发展的前沿理论。《刺猬的优雅》通过看门人荷妮和富家少女帕洛玛的交替视角,展示了巴黎一栋高级公寓里发生的故事,揭露她们的经历和心路演变。以女性主义叙事学为理论依据,围绕小说的叙事声音、叙事视角及叙事结构特点对小说文本进行分析,探讨芭贝里身为女性作家在写作中如何通过女性叙事策略,建构起女性叙事声音和女性话语权威。其写作尝试也对中国的女性主义小说创作具有一定借鉴意义。 相似文献
16.
Eboni M. Zamani-Gallaher Francena Turner Karie Brown-Tess Chauntee Thrill 《Community College Journal of Research & Practice》2017,41(4-5):326-328
ABSTRACTHistorically, community colleges and those they serve have been relegated to the margins of academe. Community colleges’ critics argue that students starting at two-year institutions are less likely to earn bachelor’s degrees and have lower student outcomes. This CCJRP Exchange Article draws upon counternarratives in highlighting multiple truths of the community experience through use of scholarly personal narratives (SPN) of those that moved in, through and out the community college to the PhD. The faculty member and doctoral students reflect on how their community college experiences influenced their career trajectories. Further, implications for community college practice, policy, and research are shared as the authors make a case for applying SPN in an effort to see community colleges as sites of deep growth that have lasting effects on the personal and professional lives of their students. 相似文献
17.
郭国旗 《海南师范大学学报(社会科学版)》2013,(12):66-70
作者隐退是现代小说家的一种叙事策略和手段,它是小说家在创作过程中通过减少叙述者干预来隐藏自己的作家身份。叙述者干预又被称作“小说中的作者声音”,是叙述者对人物、事件,甚至文本本身进行评论的方式。亨利·詹姆斯的小说叙述总是努力消弭“作者声音”,尤其是不把自己的思想和意志强加给人物和读者。这种叙述始终以人物为书写对象,以读者共建叙事为归旨,体现出浓厚的利他性人文关怀,具有很强的伦理修辞性。 相似文献
18.
肖霞 《湖南第一师范学报》2012,(1):108-110
在《航程祭典》中,小说叙述者通过塔尔伯特这个叙述视角的＂看＂和＂说＂表达叙事层面的＂说＂,叙述视角的＂看＂与＂说＂和叙述者的＂说＂或者融于一体,或者互相抵牾,成为揭示聚焦人物的结构性反讽。从时间的维度看,小说中的结构反讽主要有两种：一是叙述视角与叙述声音即时冲突所导致的反讽,二是两者之间形成延时冲突引发的反讽。 相似文献
19.
本文从女性主义叙事学理论家苏珊·兰瑟（Susanl_maser）有关叙述声音模式划分的理论,这一较新的视角来解读美国著名犹太女性作家蒂莉·奥尔森（TillieOlsen）l~代表小说《我站在这儿熨烫》（IStandHereIroning）,分析了奥尔森作品中出现的不同声音模式。为了让边缘母亲作为一整体在主流文化圈中树立起“话语权威”,奥尔森通过多种叙述声音模式相结合,将普通边缘劳动母亲这一群体从沉默中解脱出来,使她们的沉默心声得以展现,达到颠覆。从女性主义叙事学的角度看,奥尔森作品中的边缘妇女已成功实现了“话语权威”。 相似文献
20.
Jamie Huff Sisson 《Teachers and Teaching》2016,22(6):670-682
Human agency is significant to the understanding of professional identities and actions. It is through human agency that individuals can become powerful in changing or authoring their own identities. Stemming from a larger narrative inquiry focused on understanding the professional identities of public preschool teachers, this paper draws on cultural models theory to explore identity, agency and professional practice through the lived stories of CeCe, an African-American public preschool teacher from the United States. Findings demonstrate the influence of CeCe’s lived experiences to her developing sense of human agency and highlight the importance of critical incidents and voice to identity and human agency. 相似文献