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Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

Book part
Publication date: 14 November 2012

Mary Isabelle Young, Lucy Joe, Jennifer Lamoureux, Laura Marshall, Sister Dorothy Moore, Jerri-Lynn Orr, Brenda Mary Parisian, Khea Paul, Florence Paynter and Janice Huber

We began this chapter with storied experiences of relationships with children and youth and of questions around tensions they can experience as they make home, familial…

Abstract

We began this chapter with storied experiences of relationships with children and youth and of questions around tensions they can experience as they make home, familial, community, and school transitions. These questions included: Why do we do it this way? Who decides? Can’t I think about what's best for my child? For Aboriginal children? As Khea, Jennifer, and Brenda Mary storied the experiences noted earlier, and as we collectively inquired into their stories, attentive to the intergenerational narrative reverberations of colonization made visible, it was their attentiveness to the particular life of a youth, Robbie; of a child, Rachel; and of a grandchild that we were first drawn. Their deep yearnings for something different in schools also turned our attention toward the counterstories to live by which they were composing. Across Khea's, Jennifer's, and Brenda Mary's earlier storied experiences the counterstories to live by around which they were threading new possible intergenerational narrative reverberations were focused on understanding children and youth as composing lives shaped by multiple contexts, that is, lives shaped through multiple relationships in places in and outside of school. This need for understanding the multiple places and relationships shaping the lives of children and youth as they enter into schools is, as shown in the earlier noted stories, vital in Aboriginal families and communities given the ways in which the narrative of colonization continues to reverberate in present lives.

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Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry
Type: Book
ISBN: 978-1-78190-235-6

Book part
Publication date: 21 October 2019

D. A. Hutchinson

This chapter disrupts the common notion that identity can be understood through the use of categories. Categorical terms like gay, straight, man, or woman often mask the…

Abstract

This chapter disrupts the common notion that identity can be understood through the use of categories. Categorical terms like gay, straight, man, or woman often mask the complexity of curriculum making and identity-making. Curriculum making and identity-making are narrative terms used to understand the dynamic, relational, and on-going process of making meaning about people, things, contexts, and identity through experience. Identity making, understood narratively as the composition of stories to live by, allows us to image diverse communities, contexts, and experiences that uniquely shape the stories that people live and tell. Inquiring into the experiences of two research participants, I begin the chapter by thinking with Calle’s stories of experience to explore the limited and limiting categorical stories of identity. Then, I consider Jamie’s stories to live by, attending to the role of his contexts and communities in the composition of his stories to live by. In doing so, I seek to further map out the narrative geography of curriculum making and identity-making places and communities for individuals who compose diverse stories to live by. Building on previous research findings that contexts shape the composition of stories to live by as identity is negotiated through these dominant stories as an individual’s ontology, his/her story of the world and self in it, is constituted in part, by these dominant stories; here, I argue that contexts that allow for diverse stories to be told are those that attend to experience rather than clinging to familiar dominant stories.

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Landscapes, Edges, and Identity-Making
Type: Book
ISBN: 978-1-83867-598-1

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Book part
Publication date: 14 November 2012

Mary Isabelle Young, Lucy Joe, Jennifer Lamoureux, Laura Marshall, Sister Dorothy Moore, Jerri-Lynn Orr, Brenda Mary Parisian, Khea Paul, Florence Paynter and Janice Huber

As Jennifer, Lucy, Jerri-Lynn, Lulu, Brenda Mary, and Khea storied and restoried their lives in the ways earlier noted, we were in the midst of, as earlier noted, gradually…

Abstract

As Jennifer, Lucy, Jerri-Lynn, Lulu, Brenda Mary, and Khea storied and restoried their lives in the ways earlier noted, we were in the midst of, as earlier noted, gradually growing in our wakefulness of attending to new possible intergenerational narrative reverberations made visible in their storied lives, in their stories to live by. As they storied their lives Jennifer, Lucy, Jerri-Lynn, Lulu, Brenda Mary, and Khea not only taught us of ways in which the intergenerational narrative reverberation of colonizing Aboriginal people continues to reverberate in their lives, in their stories to live by, but they also showed us the new possible intergenerational narrative reverberations they are composing. These new possible intergenerational narrative reverberations are poised to counter and to restory the colonization and oppression of Aboriginal people. In this way, by tracing the counter stories to live by they are composing so as to shape new possible intergenerational narrative reverberations we see that their counterstories to live by carry much potential for shaping a future in which the spirits of Aboriginal teachers, children, youth, families, and communities in Canada are strong.

Details

Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry
Type: Book
ISBN: 978-1-78190-235-6

Book part
Publication date: 21 October 2019

D. A. Hutchinson

Stories to live by, a narrative conception of identity, are multiple and diverse. As such, I argue that a narrative approach to research allows for complex understanding(s) of…

Abstract

Stories to live by, a narrative conception of identity, are multiple and diverse. As such, I argue that a narrative approach to research allows for complex understanding(s) of people’s lives and provokes meaning-making for participants and researchers. In this chapter, I think with the stories of Mr CEO, a research participant, to understand better the ways that his competing stories to live by are held in tension through his life experience. Mr CEO identified as African American, male, and gay, for lack of a better term. Moreover, Mr CEO’s experience growing up in a conservative African American Christian church shaped his identity-making and added complexity to his sense-making around his multiple stories to live by. I inquire into the ways Mr CEO restoried his stories to live by as they conflicted in his life experience. Mr CEO’s process of seeking narrative coherence among his many stories to live by allowed him to make sense of these dissonant stories. Similarly, it was difficult for Mr CEO to fit in with many of the familiar communities related to his dissonant stories of identity (church, gay, African American communities). As a result of his shifting stories, it became necessary for him to find new contexts and relationships that allowed for multiple and diverse plotlines. Mr CEO engaged in the process of community making as he sought to find relationships that acknowledged and valued his racial, religious, and sexual identity.

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Landscapes, Edges, and Identity-Making
Type: Book
ISBN: 978-1-83867-598-1

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Book part
Publication date: 25 July 2012

D. Jean Clandinin

Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially, lead storied lives. People shape…

Abstract

Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially, lead storied lives. People shape their daily lives by stories of who they and others are and as they interpret their past in terms of these stories. Story, in the current idiom, is a portal through which a person enters the world and by which his or her experience of the world is interpreted and made personally meaningful. Viewed this way, narrative is the phenomena studied in inquiry. Narrative inquiry, the study of experience as story, then, is first and foremost a way of thinking about experience. Narrative inquiry as methodology entails a view of the phenomena. To use narrative inquiry methodology is to adopt a particular view of experience as phenomena under study. (Connelly & Clandinin, 2006, p. 377)

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Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators
Type: Book
ISBN: 978-1-78052-925-7

Book part
Publication date: 26 October 2005

Janice Huber and D.Jean Clandinin

Drawing on a view of children's and teachers’ identities as stories to live by, the authors use one field text, taken from a year-long narrative inquiry, to show how children's…

Abstract

Drawing on a view of children's and teachers’ identities as stories to live by, the authors use one field text, taken from a year-long narrative inquiry, to show how children's and teachers’ stories to live by interact with milieu and subject matter in classroom curriculum making. Tensions around negotiating a curriculum of lives are identified as children's stories bump against teachers’ stories. Three children's stories to live by are represented through a set of images in found poetry. We return to the curriculum-making moment with wonders about each child's evolving stories to live by in relation with the particular subject matter. We outline four methodological dilemmas and ethical dilemmas encountered in studying multiple participants’ experiences nested within social, cultural and institutional narratives.

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Learning from Research on Teaching: Perspective, Methodology, and Representation
Type: Book
ISBN: 978-0-76231-254-2

Book part
Publication date: 21 October 2019

D. A. Hutchinson and C. L. Clarke

In this chapter, we inquire into our ever-unfolding experiences as teachers and with teacher research participants in order to explore the complexities of curriculum making in…

Abstract

In this chapter, we inquire into our ever-unfolding experiences as teachers and with teacher research participants in order to explore the complexities of curriculum making in teacher education. In doing so, we lay the foundation for understanding narrative inquiry as both theory and method as such, frame our work in this volume. Curriculum making, a term introduced by Joseph Schwab, reflects the dynamic process of learning in which the teacher, learner, subject matter, and milieu interact. Moreover, we think about the ways people make sense of themselves, identity-making, in the process of curriculum making. Through Derek’s experiences with Lee, a previous Grade five student, and Cindy’s work with Jesse, a research participant, we inquire into their curriculum making and identity-making. We argue that in schools, there are multiple curricula in the making, going beyond the formal notions of curriculum as grade-level standards or classroom objectives. In our inquiry process, we consider experiences in schools through Aoki’s understanding of curriculum-as-plan and lived curriculum. In his writing, Aoki noted that the lived experience of curriculum in schools is much more complex and varied than the planned curriculum that is meant for a generalized audience; students and teachers bring their lives with them into particular contexts that indelibly shape the ways that curriculum is lived out. As well, we think about the ways experiences and places shape teachers and researchers and the ways we see the world.

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Landscapes, Edges, and Identity-Making
Type: Book
ISBN: 978-1-83867-598-1

Keywords

Book part
Publication date: 25 April 2017

Trudy Cardinal and Sulya Fenichel

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…

Abstract

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.

Abstract

Details

Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

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