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1 – 10 of over 1000In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher…
Abstract
In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher experiences of cross-cultural teaching. The authors write about cross-cultural experiences that cross temporal, spatial, and social-personal dimensions. Woven into teaching and learning experiences set across time and context were interactions with colleagues, peers, and community members that offered insight into rationale for pedagogical decisions about ways in which practices and curricular materials may be mismatched or well aligned, or unfolded with tension in their current professional contexts. This crossing of time, context, and across social-personal interactions added complexity in ways that highlight the need for research methodologies that support examination of experience that unfolded across time, space, and social-personal dimensions. The authors elaborate upon ways in which a narrative inquiry approached provided a theoretical foundation to highlight complexities and reveal nuances of cross-cultural teacher experiences. The cross-cultural features in these chapters, whereby teachers cross cultural boundaries when they assumed teaching positions in communities culturally different from those in which they themselves were educated and certified. We argue for the need for cross-cultural comparative narrative inquiry approach, that help to reveal complexities of these cross-cultural teaching and learning as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts.
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Kelli A. Rushek, Saba Khan Vlach and Tiphany Phan
Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts…
Abstract
Purpose
Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher’s (2011) Critical Integral Pedagogy of Fearlessness, this study aims to recognize the narrative power within teaching praxis as Nora stories herself toward becoming a critical pedagogue.
Design/methodology/approach
Using narrative inquiry methodology and methods (Clandinin and Connelly, 2000), the authors simultaneously considered the commonplace tenets of narrative inquiry – temporality, sociality and place – of the intertwined relationships of the participants and observers. The field texts included in the corpus of data include myriad tellings of Nora’s experiences in her initial years of teaching ELA. Data were analyzed in stages of parsing out narrative blocks and structures.
Findings
The findings indicate that Nora, as an ECT, went through recursive cycles of fear as conceptualized by Fisher (2011) – bravery, courageousness and being fear-less – of working toward radical love (Hooks, 2000) within her ELA instruction. The authors argue that Nora confronted her personal and professional fears as she strove to become a critical pedagogue in her ELA classroom.
Originality/value
Current scholarship portrays ECTs as lacking agency in their development and/or effectiveness in the classroom and little is said about Asian American ELA ECTs and critical instruction. The authors present Nora’s counter-narrative to make visible what is right with ELA ECTs, specifically teachers of Color, as they transform their fear into courage to fight for educational equity.
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Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative…
Abstract
Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning.” Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: “Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;” Section II: “Learner experience informing teacher knowledge;” Section III: “Subject matter/curriculum informing teacher knowledge;” and Section IV: “Milieu informing teacher knowledge.”
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Peter Scaramuzzo, Julia E. Calabrese and Cheryl J. Craig
At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school…
Abstract
At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.
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My research is a personal effort to understand the experiences that have shaped my work, practice, and living of teaching mathematics. From the boy storied as being smart in…
Abstract
My research is a personal effort to understand the experiences that have shaped my work, practice, and living of teaching mathematics. From the boy storied as being smart in mathematics to the man who was tasked in finding ways to Indigenize school mathematics, I have composed stories to live by that share the tensions, conflicting stories, and mis-educative experiences that have shaped who I am as a White Euro-Western mathematician in a Canadian prairie province. My research wonder serves a practical justification as I “attend to the importance of considering the possibility of shifting, or changing practice” (Clandinin, 2013, p. 36) in the context of cross-cultural teaching and learning. Much of the research around Indigenous mathematics education is shaped by misconceptions of Indigenization and inconsistent practices of how this is taken up by practitioners – topics that I analyzed during my doctoral studies. Through my inquiry described in the chapter, I hoped to achieve a nuanced understanding of how the experiences of diverse lives shape the learning of school mathematics.
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Entrepreneurial intention – the decision to, and subsequent practice of, launching a business – is often referred to as a planned, considered act. Factors influencing the decision…
Abstract
Entrepreneurial intention – the decision to, and subsequent practice of, launching a business – is often referred to as a planned, considered act. Factors influencing the decision to embark on entrepreneurial ventures have been identified and used to create models of entrepreneurial intention. Do these models, which emerge primarily from behavioural psychology, hold true for participants in the cultural and creative industries (CCIs)? Narrative research conducted with 18 CCI entrepreneurs from Australia indicates that the intention to start their ventures is neither clearly identified nor defined. These narrative accounts present intention as a slippery notion – difficult to define, to separate from other factors, and to rely on with certainty. In these accounts, the founding of CCI ventures is revealed as a gradual, organic process, less distinct than existing models of entrepreneurial intention suggest. Three themes that impact on entrepreneurial intention are identified from these accounts – desire for personal growth, progression from freelancing, and realisation of creative projects – to further illuminate how venture creation takes place in the CCIs.
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Benjamin Zonca and Josh Ambrosy
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and…
Abstract
Purpose
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.
Design/methodology/approach
This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.
Findings
The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.
Originality/value
There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.
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The purpose of this paper is to investigate the practices of information and communication technology (ICT) in modernizing the courts. In this context, this paper focuses on the…
Abstract
Purpose
The purpose of this paper is to investigate the practices of information and communication technology (ICT) in modernizing the courts. In this context, this paper focuses on the usage of ICT in the Nepali judiciary system involving both judicial and court administration to automate judicial activities.
Design/methodology/approach
A narrative case study was conducted to identify the current status of technology in the judiciary system concerning court automation and administration. The information was gathered from justice, case registration officer, bench officer and admin personnel.
Findings
This study shows that technological intervention is made in the Nepali judiciary to automate judicial activities. The judicial activities, such as case registration, case automation, case hearing, the decision of cases and cause list, are of high priority and are managed through case management software. Furthermore, it demands an innovative learning environment within the judiciary to strengthen the capacity of the employees of the judiciary in the field of ICT.
Research limitations/implications
This study anticipates the participant’s perception and practical aspects of technology to modernize the courts to provide better and more effective service to its stakeholders. This study carried out the perceptions of the justice, bench officer, case registration officer and admin personnel. The voice of the other stakeholders was not carried out.
Practical implications
This paper establishes the practical aspects of ICT in modernizing the courts to provide better services to its stakeholders. It also replicates the status of ICT in the Nepali judiciary.
Originality/value
This paper tries to establish the practical implications of ICT along with its importance in the judiciary of Nepal.
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