This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the…
This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).
Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.
Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.
Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.
Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.
Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.
In this chapter, we explore our experiences of co-teaching an undergraduate elementary teacher education class titled, “Teaching Language Arts in FNMI (First Nations…
In this chapter, we explore our experiences of co-teaching an undergraduate elementary teacher education class titled, “Teaching Language Arts in FNMI (First Nations, Métis and Inuit) Contexts.” In our curriculum-making for the course, we drew on Narrative Inquiry as pedagogy, as well as on Indigenous storybooks, novels, and scholarship. We chose to work in these ways so that we might attempt to complicate and enrich both our experiences as teacher educators, and the possibilities of what it means to engage in Language Arts alongside Indigenous children, youth, and families in Kindergarten through Grade 12 classrooms. Thus, central to this chapter will be reflection on our efforts to co-create curriculum alongside of students – considered in their multiplicity also as pre-service teachers, mothers, fathers, brothers, sisters, daughters, sons, etc. – in ways that honored all of our knowing and experience. The relational practices inherent to Narrative Inquiry and Indigenous approaches to education, such as the creation and sharing of personal annals/timelines and narratives, along with small and large group conversations and talking circles are pedagogies we hoped would invite safe, reflective, and communal spaces for conversation. While certainly not a tension-free process, all of the pedagogical choices we made as teacher educators provide us the opportunity to attend to the relational and ontological commitments of Narrative Inquiry, to the students in their processes of becoming, to Indigenous worldviews, and to the responsibilities of the Alberta Language Arts curriculum.
In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme…
In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.
Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on…
Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical experiences, young peoples’ drawings, and examples of narrative research to demonstrate the value of sharing and connecting personal stories. In the context of evidence-based reforms in education and a focus on accountability and teaching standards, Australian governments, like others, express concern about the “quality” of teacher education and are looking to models of school-based “training.” While apprenticeship models of teacher education are considered inadequate, stronger partnerships between schools and universities are desirable. I argue that rather than continuing to be at the periphery, narrative research and pedagogies can exist as a central thread in teacher education programs, which have stronger connections to schools, teachers, and young people because they reveal the complexity of teaching and learning processes, enable deeper levels of understanding, and foster a critical reflective stance. I use examples from practice to show how narrative pedagogies contextualize, problematize, and clarify personal values and experience, theory, policy, and issues of practice. Nowhere is this more powerful than in situations where dispersed narratives, told orally, in writing and through visual representations sit alongside of one another and collide. Dispersed narratives challenge the view that narratives are contained and individualized. Rather than being discrete, they exist as intertextual connections or networks of meaning that can be created by groups of people not necessarily confined by space and time. This chapter aims to open a space for the continued thinking about how dispersed narratives can be used in teacher education to deepen professional learning.
Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over…
Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past decades. This chapter briefly situates and explains this “narrative turn,” and continues with the presentation and discussion of concrete pedagogical applications of narrative-biographical approaches. A storied example of one approach is followed by a general discussion of its educational rationale and the necessary conditions for its use. References are made to narrative language as a genre, its contextualized nature as well as the connection with (student) teachers’ developing sense of self.
In the past two decades, there has been an increase in the use of narrative in research and teacher education. Telling, writing, and interrogating personal stories can…
In the past two decades, there has been an increase in the use of narrative in research and teacher education. Telling, writing, and interrogating personal stories can lead preservice and in-service teachers to better understandings of their contexts, and, in turn, lead them to further negotiate their teaching beliefs and develop their pedagogical approaches. This chapter outlines a narrative approach in teacher education in Singapore. A brief description is given of how a teacher education course was revamped to include and embed a narrative way of knowing in its weekly tutorials and in one of its assignments. Extracts from the students’ narratives and their responses are used to illustrate how the students explored and expanded their understandings of themselves as teachers.
This chapter explores literacy narratives as a narrative inquiry approach used in a Canadian education foundation course which focuses on story and experience as told and…
This chapter explores literacy narratives as a narrative inquiry approach used in a Canadian education foundation course which focuses on story and experience as told and retold through letter-writing correspondence among teacher candidates. The process is illustrated in the chapter through a literacy narrative exemplar. The 3R framework developed by the author in her research program on poverty and education was applied to teacher candidates’ narrative ways of excavating storied experiences and assumptions in schooling. The 3R framework helps teacher candidates deconstruct their literacy narrative correspondences in order to avoid ‘hardening’ into their lived storied experiences as they work through the framework of: narrative reveal to help them excavate unconscious assumptions that surface in their writing; narrative revelation to show how they can interrogate further their own (sometimes biased) experiences, and; narrative reformation to show how prospective teachers can begin to transform teacher knowledge through awakened new narratives. Literacy narratives, as a curriculum making pedagogy to deconstruct formally and informally using personal educative experiences, readings from the course, and usage of the 3R framework, is a pedagogical example of social justice that gives dignity, respect, and perspective in order to reframe thinking about diverse issues in teaching and teacher education.
Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree…
Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry Bachelor of Science in Nursing (BScN) program called the Scholar Practitioner Program. This program is a response to the increasing demand for nursing programs which builds on prior university learning.
The program uses an educational model based on narrative inquiry and cognitive apprentice pedagogies. Narrative inquiry pedagogy is the overarching philosophical framework of the program, which embraces values that connect teachers and learners. A spirit of inquiry is cultivated in every student and a research culture embedded in the student’s practice.
The six-semester two-year full-time program occurs in a learner-driven environment which shapes how specific semester program objectives are met. A strong emphasis is placed on experiential learning within the Toronto-based academic health sciences centers.
A continuous interactive process involving teachers and learners encourages self-directed learning and participant accountability. Application of knowledge and skills in a professional, caring, and holistic manner is expected. This type of undergraduate learning environment which includes immersion in the employment milieu enables the future scholar practitioner to be relevant in the evolving profession of nursing.
Purpose – The purpose of this chapter is to trace the origins of narrative inquiry as an empirical research method specifically created to examine how teachers come to…
Purpose – The purpose of this chapter is to trace the origins of narrative inquiry as an empirical research method specifically created to examine how teachers come to know in their own terms.
Approach – The chapter reviews key conceptualizations in the teaching and teacher education field chronologically.
Findings – The review begins with Clandinin and Connelly's groundbreaking work concerning teachers’ personal practical knowledge, the professional knowledge landscapes of schools, and stories to live by (teacher identity). Three other important narrative conceptualizations on the research line are then highlighted: narrative resonance, narrative authority, and knowledge communities. Special attention is also paid to how narrative inquiry has fueled studies having to do with curriculum, subject matter, and culture. Narrative inquiry's important contributions to the emergence of the self-study of teaching and teacher education practices genre of research is additionally highlighted, along with several more recent advances having to do with collaborative narrative inquiries, studies with children, and reforming school landscapes.
Research implications – Lingering issues relating to narrative inquiry's acceptance as a legitimate research approach are also discussed; latent opportunities are likewise paid attention.
Value – The value of the chapter is that it is the first work that has specifically followed developments on the Connelly–Clandinin research line. The chapter shows the major contributions that the world-class research program – and the associated research projects spawned from it – have made to teaching and teacher education internationally.