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1.
In 1994, South Africa moved away from its cruel and divided past to a future where its citizens would learn together, work together and grow together. In short we had to learn what it meant to live together by unlearning the ideas introduced by apartheid that permeated every aspect of our society. This required a new Constitution, brave and exemplary leadership by Nelson Mandela and others and a Truth and Reconciliation Commission led by Desmond Tutu.
None of these efforts, as important as they may have been, could ever be sufficient to sustain change. Ordinary people who have no positional authority are those who will sustain change. Roughly one quarter of the South African population is at school and these are people who will take the message of reconciliation into the future.
In this article we describe attempts to redefine what is good. In particular what kind of teacher, learner and curriculum we will need to form the basis of a transformed and admirable society, one in which we will know how to live together.  相似文献   

2.
This article centres on the narrative of Thuli, a 62-year-old black South African domestic worker taking English language literacy classes outside of Johannesburg, South Africa. For Thuli, English literacy is of vital importance because, as she claims, “if you don’t have English, you’re just as good as a dead person”. Drawing primarily on the methodology of narrative inquiry, this article employs human narratives to expose the links between individual, social and political histories. Specifically, it centres on the life narratives of Thuli and the ways in which her stories are integrated into the complex history of language learning and adult education within South Africa. Utilising these coexisting histories and HERstories, the author of this article seeks to understand the multiple forces that impact a learner such as Thuli to become literate in English. By highlighting Thuli’s narrative as well as demonstrating the roles that both the author as the researcher and Thuli as the narrator play in the creation of her narrative, the author attempts to exhibit the power of the narrative in further understanding nuances of language, power and identity. Moreover, the author ventures to expose the ways in which the links between these concepts continue to affect adult learners in postcolonial South African adult basic education (ABE) and language learning. Finally, the author links Thuli’s experience to two of the United Nations Sustainable Development Goals (SDGs), namely Quality education (SDG4) and Gender equality (SDG5). In addition, the author attempts to reveal how the links between both goals are missing in policy documents. Using this narrative as an example of the complexity of English within South African ABE, what becomes apparent are the ways in which the desire to learn English is both individually nuanced and laden with historically (re)produced ideologies.  相似文献   

3.
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   

4.
Following Canada's Truth and Reconciliation Commission Report and global interest in teachers' role in national reconciliation, this paper presents a study at two universities involving non-Indigenous pre-service teachers whose coursework required them to learn about colonization and its ongoing impacts and attempt informal teaching for reconciliation. Using the lens of the scene of rapprochement for analysis, findings point to how the emotional situations that arose and related resistance may be read as an inevitable, but not immobilizing, part of the larger social/psychic dynamic of becoming a teacher – when learning about and attempting to engage others in reconciliation.  相似文献   

5.
ABSTRACT

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged.  相似文献   

6.
This study describes the resources and strategies middle school teachers, urban fellows, and a district science staff developer coactivated to resist the marginalization of science in a high‐poverty, low‐performing urban school. Through critical narrative inquiry, I document factors that marginalized science in three teachers' classrooms. The narratives show that constraints related to cultural, material, and social resources contributed to a more global symbolic resource constraint, the low status and priority of science in the school. The narratives develop a new category of strategic resources embodied or controlled by others and leveraged to improve students' opportunities to learn science. Attention to a broader array of resources, including social, symbolic, and strategic resources, helps to excavate some of the inertial forces that might derail efforts to teach for social justice. The findings provide a sense of how and why teachers might activate resources to resist the marginalization of science in their classrooms. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:840–860, 2010  相似文献   

7.
While South Africa has been lauded as a multilingual country that accorded official status to 11 languages, the academic notion of multilingualism has always been conceived from a monolingual perspective. Monolingual ideologies, which inadvertently favoured European languages to the detriment of local languages, were passed on to African countries through the occupation, division and colonisation of African territory by European powers in the early 1880s. Surprisingly, however, to date hardly any research has investigated African multilingualism predating the colonial era, or analysed pre-colonial narratives to offer alternative insights into African sociolinguistic and cultural realities. Aiming to shed some light on indigenous ways of knowing and the nature of translingual practices in local South African communities, the author of this article presents a study which collected and analysed storied narratives of six community elders – a glimpse into the pre-colonial period. The results of this study show that there is still a prevalent cultural competence of ubuntu (humanity towards others), which is highly relevant for teaching and learning indigenous knowledge and for identity formation among speakers of Bantu languages. Using a framework of ubuntu translanguaging to account for complex multilingual encounters, the author contends that a preferred literacy methodology for learners should be porous and value interdependence in tandem with ancient plural value systems and indigenous ways of knowing. Recommendations for future research involving narrative accounts of African community elders and practical applications in classroom encounters are considered at the end of the article.  相似文献   

8.
Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique of White by David Carr. The picture of historical inquiry that emerges is one in which the fundamental cognitive activity is one of negotiating among narratives. Students, like historians, like any of us, come to the work of historical inquiry in possession of prior narratives, which are then thrown into an encounter with other narratives of varying size and scope. Good historians enact the negotiation among narratives responsibly and well, demonstrating the virtues of historical interpretation. History education, therefore, ought to help students improve their historical interpretations at the same time as it fosters those qualities that make them good interpreters.  相似文献   

9.
This paper compares two theoretical frameworks for understanding the relationship between individual narratives of experience and the wider social and cultural narrative context. The two frameworks are the narrative landscape model of Connelly and Clandinin and a tool-based framework derived from a neo-Vygotskyan perspective that draws particularly on the work of Wertsch. The paper explores the effects that the fundamental structuring metaphors of landscape and tool have on how we might think about the relationship between individual narratives and social and cultural narrative context. The paper argues that we need to be critically reflective about the metaphors we use and not allow them to become naturalized. It also argues that this is best achieved by exploring alternative metaphors.  相似文献   

10.
Framed by a question around vulnerability in narrative inquiries, we show the multiple ways that vulnerability is evident in narrative inquiry. We take up the concerns around vulnerability to show how, as narrative inquirers, we are searching to find ways to think with vulnerability and with what others have called neglected narratives. Drawing on one study with Aboriginal youth and their families, we make visible how questions of vulnerability need to be considered in framing of research puzzles, selecting participants, and moving from field to field texts to interim and final research texts. In composing final research texts, we struggled with the notions of vulnerability that are placed on Aboriginal youth by labels and single stories. These assigned vulnerabilities lead to interpretations that could create experiences of judgment. We returned again to the importance of making experiences visible, in order to shift understandings of who Aboriginal youth are, and are becoming, in a complex world that will not write over or ‘erase their Indianness’ nor their or our vulnerabilities. We showed the ways questions of vulnerability are inextricably interwoven into narrative inquiry.  相似文献   

11.
This paper is based on a multidimensional study employing a heuristic methodology termed ‘creative narrative’ that combines arts‐based methods with narrative inquiry. Six female teachers’ narratives of identity are explored through artistic, visual images to illuminate if and how they story ‘unconscious’. The creative narratives, illuminated through a multi‐layered extract from one creative narrative, illustrate various ways in which the participants imputed meaning and power to tacit and non‐conscious influences which were emotionally potent but previously hidden from themselves and others and that continued to affect their professional identities. The paper argues that such unconscious or non‐conscious dimensions to teachers’ lives are crucial to the experience and exercise of professional identity and yet are largely absent from our understandings and outside the capture of narrative inquiry as it is presently conceptualized. Narrative inquiry should strive to extend its theoretical boundaries and incorporate non‐verbal arts‐based research methods in order to go beyond the limits of language and capture the meaning of lived experience in more holistic ways.  相似文献   

12.
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13.
In this article, we explore some alternate ways of approaching childhood and learning by taking three short forays into what Donna Haraway calls a ‘post-human landscape’. This exploration takes us beyond the horizons of orthodox educational approaches, in which the individual child is typically seen to be developing and learning within his/her (exclusively human) sociocultural context. The post-human landscape relocates childhood within a world that is much bigger than us (humans) and about more than our (human) concerns. It allows us to reconsider the ways in which children are both constituted by and learn within this more-than-human world. Adopting Haraway's feminist narrative strategy, we offer three very different ‘bag lady’ stories that consider the ethics and politics of child/non-human animal cross-species encounters. Each of these stories gestures towards the ways in which we can learn to live with ‘companion species’ rather than only ever learn about them.  相似文献   

14.
Personal narratives can be powerful venues for understanding human experiences. In this paper, we tell the story of Lutanyani, a Black South African multilingual teacher and author of supplemental reading materials in a marginalized South African language. Through various word images, we convey the role of language, in particular written language, in Lutanyani’s life. For Lutanyani, writing serves as ‘a healing process’ in two ways: (1) as a linguistically empowering venue that affirms and shifts his linguistic identity from outsider to insider, and (2) as a backward‐ and forward‐looking means to reconcile his past and reconstruct a message of hope for intermediate‐grade students throughout South Africa. This study has implications for classroom practices in the USA as well as development work in international settings.  相似文献   

15.
Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural, social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff developer and my efforts to leverage district resources to improve students’ opportunities to learn science. Second, the narratives explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore role forces and how they shaped Tina’s developmental trajectory. I describe how Tina expanded cultural, social, and symbolic resources to enact her teaching role.  相似文献   

16.
Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice.  相似文献   

17.
The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations.  相似文献   

18.
Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be “nothin'” provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs (re)positioning practices, this narrative analysis case study highlights paths for researchers and practitioners to tap into learners' resources to recognize and foster powerful learning identities.  相似文献   

19.
This self-study examines how our non-personhood experiences (NPHEs) contributed to our teacher educator identity process. We took up exploration of these experiences, which were very painful for us, not as entrée into victimhood but because we wanted to learn something about how, in the face of such experiences, we could engage with these troubling interactions in order to renew our commitment to our work as teacher educators in the university. During the analysis, we considered our stories on four overlapping dimensions: (1) our selves in our own story, (2) others in the story, (3) colleagues not in the story, and (4) non-colleagues and others not in the story. A framework for looking at our NPHEs allows teacher educators to attend to students' needs while simultaneously reasserting their own teacher educator identities in more honest and vulnerable ways. Analyzing NPHEs has the potential to help teacher educators engage and invite students to recognize teacher educators' personhood and thereby better position them to recognize the personhood of their future students.  相似文献   

20.
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys.  相似文献   

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