Narrative Inquiry: Experience and Story in Qualitative Research
... The current study is an autobiographical narrative inquiry into my experience learning and teaching English in the People's Republic of China and my experience using English as a second language in Canada to demonstrate the process of my language learner identity construction and transformation. Narrative inquiry is one of the five approaches in qualitative research (i.e., narrative research, phenomenology, grounded theory, ethnography, and case study) (Creswell, 2006) that studies people's lived experience in life, with stories taken as both the phenomena and the methodology (Clandinin & Connelly, 2000). ...
... The methodology is based on Dewey's (1938) view of life experience as the foundation for learning and Johnson's (1987) experiential philosophy that points to the importance of embodied experience as a way of knowing. The goal is to arrive at the meaning of the human lived experience by investigating people's personal narratives, lived, told, and relived (Clandinin & Connelly, 2000). Narrative inquiry works with three dimensional narrative spaces that look at life experience backward and forward (temporality), inward and outward (sociality), and within and across situations (space) (Clandinin & Connelly, 2000). ...
... The goal is to arrive at the meaning of the human lived experience by investigating people's personal narratives, lived, told, and relived (Clandinin & Connelly, 2000). Narrative inquiry works with three dimensional narrative spaces that look at life experience backward and forward (temporality), inward and outward (sociality), and within and across situations (space) (Clandinin & Connelly, 2000). ...
Learning a second language involves the development of an identity in the target language. This study is an autobiographical narrative inquiry into the issue of identity in a foreign language. Autobiographical accounts of my relationship with, and my feelings about, English at different stages in my learning journey are developed to show how my identity with English has formed, shifted, and reconstructed. A critical perspective on identity formation is used to shed light on the identities I have lived with at different stages of my learning journey. The high status of English in China turned into my inner motive to acquire an identity as someone who speaks English well. However, at a more advanced competency level, I experienced a crisis of identity split between my English identity and my native Chinese identity, especially after becoming aware of an unequivocal postcolonial linguistic discourse that positions the two languages differently.
... This study adopted a narrative inquiry approach based on Clandinin and Connelly's (1990, 2000 methodological and theoretical traditions in teacher narrative research. Narrative inquiry is based firmly on the premise that we come to understand and give meaning to our lives through story. ...
... In the first stage, the interview transcripts were analysed using a narrative approach (Clandinin & Connelly, 2000) where 'a research text looks for patterns, narrative threads, tensions and themes either within or across an individual's experience and in the social setting' (p. 132). ...
... We then shaped the narrative meaning by organising the teacher's experiences into temporally meaningful episodes (Polkinghorne, 2007). Led by the first named author, we followed Clandinin and Connelly's (2000) narrative coding approach when building the analysis, reading and re-reading the interview transcripts to generate a summarised account that included actions, tensions, continuities, discontinuities and events and storylines that interweave and interconnect. Our data analysis is informed by an approach developed by Riessman (2008) whereby theory aids in zooming in on certain events and themes. ...
Contrary to popular myth, teachers do not simply deliver a ready-made curriculum. Rather, they interpret and make meaning of the curriculum. The introduction of a capabilities dimension in the formal curriculum in Australia invites a case study of curriculum innovation in action. Drawing on Clandinin and Connelly’s narrative inquiry approach, complemented by Aoki’s concept of curriculum-as-lived, we offer an analysis of the dilemmas three teachers confronted and the pedagogical decisions they made when implementing a new Intercultural Capabilities (IC) curriculum. We argue that one of the effects of negotiating the new curriculum was a destabilising of teachers’ professional identity. Through the process of re-storying classroom events, these early innovators were forced to confront their own cultural identity. Initially an unsettling or unmooring experience, it became a positive encounter. Teachers reported a sense of identity renewal in which they became more reflexive and flexible in their approach to IC pedagogy as a deliberate response to the unpredictable pedagogical challenges that emerged.
... I employed narrative inquiry as a research method because it can tap the social context and culture in which the dual apprenticeship takes place. As suggested by Clandinin and Connelly (2000), there exist three places of narrative inquiry i.e. temporality, socially, and place. These are the dimensions that must be investigated to comprehend a narrative investigation and this research looks at the past, present, and future of people's places and things by focusing on temporal points (Clandinin & Huber, 2010). ...
... The social dimension directs attention to the inquiry relationship between the researcher and participant's life, cultural, social, institutional and linguistic narratives. The location or sequence of the investigation and events considers the specific, concrete, physical and topological boundaries (Clandinin & Connelly, 2000). This commonplace assumes that all events take place someplace. ...
... The main point of each research is how the researcher generates the data and makes meaning. According to Clandinin and Connelly (2000), field texts are the source of data for narrative investigations and include interviews, conversations and diaries. In this study, my interview transcripts were the source of thought movements about the interview place, time and society. ...
This study explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in the traditional system and wish to graduate from the dual apprenticeship programme and the organization of a periodical skills development programme for the graduates. Finally, the implications of this study can help policy-makers and Benin TVET stakeholders to take provisions to come up with a new National Qualification Framework, create graduates’ allowance fund, extend the dual system to other sectors such as commerce, hotels, restaurants, tourism, health, arts, fish farming and information and communication technology and recognize the CQP certificate in the formal education system and thus allow graduates to return to school for further education.
... Narrative inquiry as used here is a means of seeing the connections between significant incidents and longer-term impacts beyond formal education. (Broadhead & Gregson 2018;Andrews 2014;Butler-Kisber 2010;Clandinin & Connelly 2000). The characteristics of narrative inquiry are that they are a way of understanding experience. ...
... Butler-Kisber (2010) places narrative inquiry within a qualitative, arts-based paradigm. The associated processes of reflection on past events, telling, listening and retelling are suitable for those inquiries that wish to capture experience (Clandinin & Connelly 2000;Butler-Kisber 2010;Rolling 2010;Farenga 2018). As this project was investigating mature graduates' learning journeys and post-graduation experiences this approach was seen as relevant because it is, 'research that uses the arts, in the broadest sense, to explore, understand, represent and even challenge human action and experience' (Savin Baden & Wimpenny 2014, p. 1). ...
... A tension arose between the convention in educational research of keeping the participants' identities anonymous and the need to acknowledge those participants as authors of original creative works. Clandinin and Connelly (2000) have noted that this is a common issue in narrative inquiry, especially when narratives become so detailed that individuals can be recognised from the text. Additionally, if the films were made public as an output of the project the participants would be recognisable. ...
... The methodological approach was based on narrative inquiry. The students were asked to tell their stories about their educational experiences rather than respond to prescribed interview questions (Clandinin and Connelly 2004;Butler-Kisber 2010). ...
... In Ricoeur's (1994) writing about narrative, he does not privilege the individual, but focuses on how stories help us empathise with other people leading to actions that take into account the needs of others. Clandinin and Connelly (2004) state that for them education is a form of experience and that narrative is the best way of representing and understanding it. They went onto argue that narrative is both the phenomenon and method of the social sciences. ...
... It could be argued that narrative inquiry is an inherently ethical and moral activity (Clandinin and Connelly 2004;Clandinin et al. 2009;Caine et al. 2013). Reflexivity is seen as essential for both the participants learning about themselves and the researchers' project to recount ethical, authentic stories. ...
... Members of the pilot group provided feedback based on their experiences with the content and timing of the group sessions, resulting in some minor changes. Following receipt of the SSHRC-PEG funding and using a narrative inquiry methodology (Clandinin 2007;Clandinin and Connelly 2000), Leah (a Master of Social work [MSW] student) and I interviewed group participants after the first series of the group she co-facilitated with Amandi (a medical student, with a creative writing background). Following that group series and resulting participant interviews, Leah and I offered the group once more, maintaining reflective field notes following each meeting of the group. ...
... To explore how narrative therapy's practices were experienced as they were adapted for use in a creative writing group informed by narrative medicine, we used a narrative inquiry research methodology (Clandinin 2007;Clandinin and Connelly 2000;McAlpine 2016;. As Hayden and Riet (2017) point out, "narrative inquiry is a qualitative methodology that takes into account the relationship between participant and researcher" (p. ...
... One reason we chose to use a narrative inquiry methodology is that it provided congruence with the group process, flowing seamlessly from the creative writing group for those participants interested in discussing their experiences within follow-up research interview conversations. Another aspect of Clandinin and Connelly's (2000) approach we appreciated is the use of field notes, and Leah and I, Laura, ensured we made time to journal and reflect upon the group content and process (rather than on the participants, themselves) immediately following each group session we facilitated. It is our review of these field notes that primarily informed the final version of the Journey through Words group manual which is now available online for others to use, and which has informed the reflections that we present in this paper. ...
In this article, the authors will describe a creative writing therapeutic group program they developed based on narrative therapy and narrative medicine principles. This was a Social Science and Humanities Research Council—Partnership Engagement Grant funded project, the aim of which was to develop a facilitator’s manual for people interested in offering this group, titled “Journey through Words”. The link to the agency partner’s website, where the manual is available, is provided. The group program is structured over 6 weeks and includes a writing prompt each week, focusing on the storyline of resilience rather than the storyline of diagnosis or disease. Using a narrative inquiry approach, the facilitators kept brief field notes following group meetings. These field notes indicate that although spirituality was not planned as an identified focus of the program, due to the space narrative therapy provides for people to describe their values, preferences, and hopes during hardship, the experience of the group was that members shared reflections which were deeply spiritual in nature.
... As the intention of this study is to uncover the experiences of a STEM teacher professional growth within context of schools through the lens of entrepreneurial thinking, narrative inquiry is chosen as the research method. Narrative inquiry relies on personal stories (Clandinin & Connelly, 2000) recounted as data interpretation and abstraction of meaningful insights. ...
... Narratives are stories that people tell from their personal experiences. Stories reveal how we make sense of the world, and when we present our stories, they help others understand the existence of different interpretations of social life (Clandinin & Connelly, 2000). When narratives are examined closely, they provide information about how humans, as social beings, make sense of interactions around them. ...
This paper examines professional growth of a STEM teacher from the entrepreneurial frame. Using a personal narrative together with a STEM/science lesson package developed by the participant teacher, we unpack a teacher’s professional growth by interpreting her beliefs and actions using characteristics of entrepreneurial thinking. Our analysis and interpretations revealed that risk-taking forms of behaviour manifest as willingness to take calculated risks to make ‘cold’ calls to different organisations to request sharing or learning opportunities. The motivation to succeed stems from a belief that STEM education can improve the lives of students and that all students can learn. Passion for the discipline of STEM and personal beliefs to uplift students propel the teacher to persevere in her professional development despite busy schedules and conflicting demands of school and home. This study and its findings bring a fresh perspective to the idea of teacher agency from an entrepreneurial lens positioning teachers as self-empowered as compared to individuals who depended on the system to provide enablers for professional growth in the teaching profession. While self-empowerment to enact a curriculum is catalytic, teachers’ capacity for change is circumscribed by teachers’ capacity to act and accumulate practical knowledge. These entrepreneurial actions of successful STEM teachers could be used to facilitate teacher reflection on their professional journey. As the narrative approach sought to present an in-depth examination of the relationship between entrepreneurial thinking and teacher professional growth, the generalisability power of the assertions made is limited. The entrepreneurial thinking framework together with narratives from successful teachers enable teachers to locate where they are in their personal professional development and where they can aspire to move towards in their personal goal settings. Future research can examine teachers’ levels of entrepreneurial thinking and compare them against narratives of their professional growth to distil the behaviours that could lead to growth of entrepreneurial thinking. Curriculum leaders can also use the ideas of entrepreneurial thinking for professional growth to counsel and coach their team.
... 2). Clandinin and Connelly (2000) contend that narratives offer a means of sensemaking, enabling individuals to articulate and contextualize their experiences within personal and cultural frameworks. Through narrative inquiry, researchers rely on relational co-construction of knowledge and embark on a journey alongside participants, traversing temporal, social, and spatial dimensions to uncover the rich, storied landscapes of educational experiences . ...
... Thus, educational narratives can better help us investigate the dynamic and elusive professional motivations of teachers. In narrative research, researchers need to co-construct field texts with participants, interpretively record events and feelings, and then, after negotiation with participants, create a comprehensive narrative and research text positioning it within academic discourse (Clandinin and Connelly, 2000). Narrative research typically employs three analytical tools: 'broadening' , 'burrowing' , and 'storying and retelling' (Connelly and Clandinin, 1990). ...
Introduction
The growing global demand for foreign language learning contrasts sharply with the shortage of second language teachers. In Chinese as a second language (CSL) education, although the number of pre-service CSL teachers is increasing, few continue in the profession after completing their teacher education courses.
Methods
To investigate the reasons behind this trend, this longitudinal narrative inquiry examined the career motivations of three participants during their teaching practicum. The study focused on identifying key narrative clues based on metaphors emerging from their narratives.
Results
The research found that the participants’ career motivations were influenced by their teaching practice and experienced various dynamic changes. Key motivational factors included self-efficacy and intrinsic self-fulfillment, with a notable influence from the unique cross-cultural motivation associated with second language teaching.
Discussion
The study underscores the significant role of narratives and metaphors in understanding changes in teacher career motivations. It suggests that enhancing self-efficacy and intrinsic motivation, alongside recognizing cross-cultural motivations, could be crucial in addressing the retention issues among pre-service CSL teachers.
... The purpose of this study was to investigate how two tenured university faculty of different racial and gender identities approached teaching about race and social class at a predominantly White institution of higher education and to examine the similarity and dissimilarity of the perceptions of the professors and the undergraduate teacher education students enrolled in the DEIJ courses taught by the two faculty participants. To achieve this purpose, we determined that a multiplenarrative case study (Clandinin & Connelly, 2000;Craig, 2009;Stake, 1995;Yin, 2018) was the most appropriate research design to capture the voices of all participants and to provide a focused examination of the particularity and complexity of the phenomenon as it unfolded in an authentic contemporary setting (Stake, 1995). To complement our choice of methodology, we were intentional in our selection of methods as a means to conduct, "naturalistic research to expand our understanding of the factors that influence the performance of real-life groups in real-world settings" (Hirokawa et al., 2000, p. 574). ...
... Continuing this deliberative process of research methods selection, we used a diagnostic checklist informed by Creswell (2013), Patton (2002), Yin, (2014, and Clandinin and Connelly (2000), to determine which data collection methods would be most appropriate. After reviewing the diagnostic checklist, we determined that a triangulated data collection protocol (Creswell & Plano Clark, 2018) that included participant observations, semi-structured interviews, text, and visual artifacts would allow us to collect, contextualize, and critically analyze the data shared by the faculty, graduate students, and undergraduate students participating in this study. ...
The purpose of this multiple narrative case study was to investigate how two university faculty educators of different racial and gender identities approached teaching about race and social class in a Diversity, Equity, Inclusion, and Justice (DEIJ) course in a predominantly White institution and to examine the perceptions of the professors and pre-service teachers. This examination revealed that when professors create "time to fidget" with course content in a "safe-ish" environment, there are two sides of (un)comfortability in relation to student identity and their willingness to grapple with racialized tensions as they develop their (critical) racial consciousness. Based on this analysis, we offer recommendations for improving DEIJ instruction in teacher education programs.
... People tell stories about their lives and reveal their identities through narratives (Holland et al., 2001). Narrative inquiry can be an effective research tool for shedding light on the various identities and emotions that teachers develop throughout their professional lives and careers (Barkhuizen et al., 2013;Clandinin & Connelly, 2004). Furthermore, a selfstudy approach, being autoethnographic in nature, is a powerful tool to gain an in-depth understanding of understudied topics by accessing private and sensitive thoughts (Adams et al., 2017). ...
... This process of open coding eventually resulted in three major themes that reflected her emotional identities: ''a discontented and perplexed performer,'' ''a pressured and strenuous follower,'' and ''a relentless and resolute integrator.'' Following the identification of the three themes, the author then reexamined the themes by rereading the data and composing mini-stories (Clandinin & Connelly, 2004) in relation to the institutional policies involved. The narratives' storylines were thus developed by constructing and reconstructing meanings in mini-stories with reference to the identified themes. ...
Plain Language Summary
This longitudinal qualitative study seeks to provide a nuanced understanding of the dynamic interactions among academic identity, teacher emotions, and socio-institutional changes through the lens of emotional resilience. Through revisiting the experiences of an ordinary representative EFL academic in a non-elite public university in China’s higher education, a bottom-up examination serves as a small window for readers to understand the teaching and research practices of Chinese universities. Using data from a variety of sources over a span of a decade, this study discovered that over the course of an EFL academic’s 10-year research journey, she experienced a wide range of emotions and negotiated her professional identities, eventually identifying with the teacher-researcher role in a complex environment. An analogy to The Shawshank Redemption could metaphorically represent her dynamic emotional responses and identity development. She began her research journey as a discontented and perplexed performer with weak emotional resilience, progressed to a pressured and strenuous follower with moderate emotional resilience, and finally became a relentless and resolute integrator with strong emotional resilience. Her final integration of teacher and researcher identities represented her redemption on this bumpy journey. This study has implications for not only individual EFL teachers but also for school leaders and education policymakers interested in assisting EFL academics in becoming emotionally resilient and integrating professional identities in research practice. In future research, a co-autoethnography study could provide a more informative interpretation of EFL teachers’ research emotions and identity development.
... This is a qualitative research study that applies a narrative research approach, as described by Lieblich et al. (1998). Narrative research involves collecting and analysing personal stories and narratives to understand the lived experiences of individuals and the realities of their work (Clandinin & Connelly, 2000). In this case, the narratives are collected from pre-and in-service teachers to gain a deeper understanding of their experiences related to feelings of inadequacy and uncertainty in teacher work. ...
This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre-and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre-and in-service teachers' experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers' and 21 in-service teachers' written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers' experiences related more closely to the actual concrete practices of teachers' everyday work, whereas the pre-service teachers' concerns were more general. The implications for the development of initial and in-service teacher education are discussed.
... Narrative inquiry also functions as an academic framework that underscores the importance of individual lived experiences as crucial sources for gaining insight and understanding (Clandinin & Connelly, 2000). As per Clandinin (2013), the concept of narrative encompasses a wide array of components, including the utilization of stories as data, narrative or story as a mode of representation, narrative in content analysis, narrative as a structural component, and more. ...
... I incorporated contemplative practices to deepen creative capacities drawing from the work of Susan Jahoda and Carolina Woolard (2019), Robin Wall Kimmerer (2013), and Simon Barnes (2018). Prompted by narrative inquiry (Clandinin & Connelly, 2000), conversations and embroideries delved into the dimensions of position, temporality, and place. Sessions alternated between reflexive exercises and embroidery techniques, allowing embroidery and conversation time while making space for moments of awareness and a safer space for sharing. ...
... For the qualitative data, we employed a narrative inquiry, which provided us with important insights into teaching and learning. As Clandinin and Connelly [31] point out, narrative inquiry is a way of understanding experience. Casey et al. [32] discuss narrative inquiry as a way of understanding experience in relationship to the researchers' experiences, the participants' experiences, and the social context. ...
The approach to the personal experiences and previous ideas about physical education of future primary education teachers is a starting point of great interest for the teaching of the subject of physical education didactics. The aim of the study is to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the “Didactics of Physical Education” course. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring a pre-test and post-test; (2) the analysis of students’ autobiographical accounts of their experiences with physical education in school. The participants were students enrolled in the Bachelor’s degree program in primary education at the University of Santiago de Compostela (USC) who undertook the course in 2022–2023. The results obtained reveal that after taking the Didactics of Physical Education course, students gave greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical accounts, students associated good memories with relationships with classmates and the playful socializing nature of the subject; among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics.
... Descriptive analysis aims to present data in its original form, using direct quotations from participants as needed [19,20]. This method, commonly utilized in research with predetermined conceptual structures, aims to systematically describe and interpret data while accurately reflecting participants' perspectives [21,22]. By adopting this approach, the study ensured a comprehensive exploration of the participants' experiences and viewpoints regarding play therapy, shedding light on the therapeutic process from their unique perspectives [1,23]. ...
Study purpose. Play therapy practice prioritizes the child's role in the therapeutic process. Empirical research and clinical evidence extensively support the efficacy of play therapy in addressing various mental health concerns. Notably, play therapy is a universally accessible intervention, transcending cultural and linguistic barriers, thus providing individuals of all ages, backgrounds, and communication styles with a unique platform for self-expression and exploration. Material and methods. Metaphor studies have emerged as a valuable tool for families with children undergoing play therapy, offering them a means to articulate their experiences meaningfully. Result. This study delves into the significance of play therapy in children's lives by examining family perspectives expressed through metaphors. Using a qualitative research model, we conducted a systematic content analysis to examine the data collected through these metaphors. The research sample comprises children from 100 families participating in play therapy sessions tailored to meet their specific needs in Istanbul. A total of 9 themes emerged. The themes that emerged from the study encompass various dimensions of play therapy's impact on children's lives, including Play/Entertainment, Necessity, Learning/Education, Imagination/Fantasy, Communication/Expression, Development, Emotions/Feelings, Social Interaction, Health, and Creativity. Conclusion. In conclusion, synthesising research findings underscores play therapy's holistic and multifaceted influence on child development and well-being. By integrating enjoyable activities, fostering cognitive growth, facilitating social interaction, encouraging emotional expression, and promoting physical and mental well-being, play therapy interventions offer a comprehensive framework for nurturing children's holistic development and well-being.
... Our objective was to learn directly from participants about their teaching practices and principles. Thus, this qualitative study was designed with a narrative inquiry approach (Clandinin & Connelly, 2000). We employed semistructured interviews to collect data (Creswell, 2014;Merriam & Tisdell, 2016). ...
Positional leaders, such as administrators, are often thought of as the “leaders” in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Morrill Professors, an example of exceptional educators at our land-grant Midwestern university, model the elements of relational leadership. They are purposeful and empowering while engaging students in the learning process. They are inclusive and ethical in their approach so as to live up to the land grant mission to serve the people of the state. Finally, they are process-oriented, encouraging iterative learning so they can build on their strengths and take ownership of their thinking and contributions to community. While each Morrill Professor accomplished this distinction by perfecting a different aspect/niche in the classroom, their success in developing relationships with their students was paramount throughout this process. The Morrill Professors reflected the knowing-being-doing triad in that knowledge of their students, their discipline, the land-grant mission, their values of the importance of teaching, and their actions to create excellent learning environments contributed to their (and their students’) successes.
... The goal of the project is to answer the question: how do teachers understand and interpret inclusive education based on their interactions with students with special educational needs in inclusive schools in Armenia? A qualitative research approach was used to delve deeply into teachers' personal experiences and perceptions as it is most suitable for collecting and analyzing individual experiences (Clandinin & Connelly, 2000). ...
In Armenia, the inclusion of students with special needs in regular classrooms underscores the need for robust support for teachers, students, and communities. This article explores general education teachers' views on inclusion, emphasizing the need for extensive training and better resources to achieve effective inclusivity.
... composing knowledge is a form of experience (Clandinin, 1985;Clandinin & Connelly, 2004;Clandinin et al, 2006Clandinin et al, , 2015aClandinin et al, , 2015bGreene, 1978;Van Manen, 2016). Grounded in this tradition, the concept of personal practical knowledge offers further focalizing power. ...
Preservice teachers enter teacher education programs with varying reading habits and conceptions of social justice. This specific problem of practice-made visible by personal practical knowledge (Connelly & Clandinin, 1988), is examined using currere (Pinar, 2020) and Simpson and Cremin's (2022) concept of the additive trio. This conceptual paper asserts the need to simultaneously support preservice teachers' reading habits, knowledge of children's literature, and understandings of social justice by allocating preservice curriculum time toward this purpose. It also reveals the hidden curricular labour required to respond to a problem of practice.
... I analyzed the couples' story to find the key elements of the story (Creswell, 2015) by using the three-dimensional space narrative structure proposed by Clandinin and Connelly (2000). The story was reorganized into chronological order. ...
The World Health Organisation (WHO, 2017) stressed the importance of support during labour and childbirth to the women. Indonesia’s Ministry of Health in cooperation with the WHO, Indonesian Obstetrics and Gynaecology Association, and Indonesian Midwives Association recommended a support person (family member) to accompany women during labour and childbirth (Kementrian Kesehatan Republik Indonesia, 2013). However, in most parts of Indonesia, this recommendation has not been applied properly. With support from the management of the maternity centre, this study offered the women to have the husband’s support during labour and childbirth in order to understand the women’s and husband’s perspective of support during labour and childbirth. This study used a qualitative method, which was very rare, particularly in Indonesia. A quantitative method was included to investigate the couples’ perception of support during labour and childbirth. Eighteen couples were interviewed at three different times: before, during, and after childbirth. This study found similar themes between the women and husbands’ perception about support during labour and childbirth except one woman who felt negatively because her husband agreed with the midwife’s recommendation to do caesarean while the woman expected the normal childbirth. In addition, cross tabulation was added to understand the couples’ perception. This study contributed a new perspective of couples’ perception about support during labour and childbirth. Based on the finding, this study recommended maternity centres or local health care centres to provide information about the importance of support during labour and childbirth via posters, pamphlets, and leaflets. In addition, this study recommended to the Indonesian Ministry of Health to use newspapers, television, radio, and social media to inform all Indonesians about the importance of support during labour and childbirth via programs, community service announcements, and advertisements.
... The voice of marginalized people is drawn out by seeking the truth of experience in Nepal. The researcher is interested in the personal-social component, including inward-looking feelings, hopes, reactions, and moral decisions, as well as outward-looking social networks and personal connections (Clandinin & Connelly, 2000). Consequently, the narrative inquiry allowed me to see phenomena of the participants' vocational training experience in the country. ...
This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifies not economic empowerment but emotional independence. As firstly said, despite persons with traumatic spinal cord injury has faced uncountable barriers in training, it is sure that supported them to reintegrate into the community. On the other hand, TVET provides an essential opportunity to back to the community, but circumstantial constraints restrict the chance. Most private TVET institutes are not prepared for disability-friendly education environments. For instance, the institution is located on the 2nd floor without a lift. People with wheelchairs have no access to the program. Like this, disability is not considered training conditions, insufficient space to move a wheelchair, steps have prevailed. Financial hardship was a critical problem for my participants. Moreover, they appealed to the attitude of TVET educators. When TVET stakeholders whom my participants met, they showed disrespectful attitudes about disability. Although participants were in difficulties, they succeeded in completing the vocational training. The training led them to innovate life through generating income. Now they could maintain livelihood, looking after children. By discovering participants' stories, I came to know the importance of hearing their experiences in the TVET program. Otherwise, fundamental interests and needs overlooked TVET programs are likely to be planned. It may decline the effectiveness iii of the program. My participants’ experiences refer that ensuring education rights in TVET programs is the first step to improve the quality of life of persons with traumatic spinal cord injury.
... Many of the Brazilian studies that assumed this perspective adopted the Relational Narrative Investigation (RNI) as a research methodology (Clandinin & Connelly, 2000). Cristovão and Fiorentini (2021) consider the RNI suitable for academics to develop investigations with schoolteachers, focusing mainly on teachers' professional learning and the PD. ...
This chapter systematizes relevant issues highlighted by the papers presented at ICMI Study 25. Such issues are presented considering four perspectives: 1) different forms and meanings for collaboration; 2) what do we investigate, how do we investigate, and who investigates collaboration?; 3) the complex relations between collaborative groups and classroom practice; and 4) possibilities for scaling up collaborative professional development initiatives. Through the discussion of such perspectives, on the one hand, we seek to reflect on the advances and possibilities of collaboration considered as a field of investigation and as a process that promotes professional development. On the other hand, we aim to identify some of the challenges that collaboration confronts nowadays.
... Lastly in this onion is the narrative enquiry which has been defined as (Clandinin & Connelly, 2000) as a way of understanding and inquiring into experience through collaboration between researcher and participants, over time, in a place or series of places, and in social interaction with milieus. ...
... The narrative research design helps researchers to describe participants' lived experiences and personal feelings in social settings (Laurel, 2014). Moreover, it helps to dig into participants' lived experiences through collaborative communications between the researcher and participants (Clandinin & Connelly, 2000). In this study, collaborative communications were achieved through employment of in-depth interviews thereby enabling the participants and the researcher to construct meanings of the participants' lived stories. ...
This study focused on the role of Educational Psychologists in the education of d/Deaf and Hard of Hearing (d/DHH) children at a school in Harare Metropolitan Province in Zimbabwe. The study employed a qualitative approach, an interpretive paradigm and a narrative research design. The study’s population comprised 11 teachers and four school administrators at the selected school as we as all nine Educational Psychologists from the Harare Province. Purposive sampling was used to select two Educational Psychologists, two school administrators and two teachers. Interviews were used to collect data from participants. Data was analyzed using Riessman’s interactional model of analysis and presented in narrative form to retain the meanings of the participants, thereby ensuring the trustworthiness of the findings. The study found that the major roles of the Educational Psychologists were psychological and audiometric assessments, placement, designing academic programs and following up on the academic programs in schools. The study also found that Educational Psychologists ensured the psychosocial welfare of the d/DHH children in schools. The study recommends that the Educational psychologists should equip all mainstream schools with the necessary resources so that d/DHH children are placed at their nearest schools. Schools Psychological Services should be responsible for modifications of academic resources and should ensure that they match the academic needs of the d/DHH children.
... Narrative analysis was used as an analytical tool adopting an inductive, exploratory, and constructivist approach to the method. Narrative inquiry rests on the epistemological assumption that people sense or give meaning to their experiences through stories/narratives (Clandinin & Connelly, 2004;Polkinghorne, 1988;Riessman, 2008). It thus enables tapping into the meanings the participants give to their experience and constructed concepts like fear, distrust, trust, and collaboration based on their narration from the social location or the context of their identities. ...
This article examines the characteristics of transitions in the quality of relationships from fear and distrust to trust and collaboration in the encounters between immigrant parents and child welfare services and explores what these changes demonstrate about trust and collaboration within such contexts. The study draws on empirical data from interviews with ten immigrant parents who have experience with the Norwegian Child Welfare Services due to allegations of child abuse and/or neglect. The findings show that the transition from fear and distrust to trust and collaborative relations does not evolve in clearly defined phases but rather unfolds as a complex cyclical process. This process appears to involve fear, distrust, and uncooperative behavior as a point of departure but can, in some cases, develop into trusting and collaborative relations with disruption and restoration during the process. The characteristics of the transitions seem to demonstrate that parents can engage in trusting and collaborative relations amid institutional distrust, fear, and vulnerability, if they experience the encounter as meaningful. The turning points in this regard include the following: (1) parents’ experience of positive interactions and relational trust with child welfare professionals and (2) defining moments in the subsequent intervention process, including parents’ awareness that the intervention will not lead to child removal and/or the positive impacts of therapeutic intervention measures like parental training courses, counseling, and financial support.
... This research used qualitative method and narrative design as the research design to explore lecturer's encouragement factor influencing EFL students' willingness to communicate in speaking class (Clandinin & Connelly, 2000). Qualitative research was an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem (Creswell & Creswell, 2018). ...
This qualitative research aimed to explore the lecturer’s encouragement factors influencing EFL students’ WTC in speaking class. Participants of this research were a lecturer and students who took a public speaking course in the fifth semester of the English Education Department at Yayasan Pendidikan Ujung Pandang. The data was collected through observation notes and semi-structured interviews. The finding of this research revealed that lecturer’s encouragement factors that influence students’ willingness to communicate in speaking class were the lecturer’s decision on the topic, the lecturer’s support, the lecturer’s positive feedback, and the lecturer’s appreciation. In addition, based on the students’ perceptions, the lecturer’s encouragement factors that influence their willingness to communicate in speaking class were increasing their self-confidence and participation in speaking class.
... Struktur naratif serta gaya penyampaian cerita memegang peranan penting dalam penelitian naratif, membantu mengatur dan menyampaikan cerita penelitian dengan cara yang menarik dan mudah dipahami (Riessman, 2008). Gaya naratif dalam penelitian naratif dapat bervariasi tergantung pada berbagai faktor seperti topik penelitian, tujuan penelitian, dan audiens yang dituju (Clandinin & Connelly, 2000). Beberapa gaya naratif umum yang ...
Penelitian kualitatif memiliki peran yang sangat penting dalam memahami fenomena kompleks dalam konteks sosial, budaya, dan perilaku manusia. Namun, seringkali metode ini dianggap sebagai tantangan bagi banyak peneliti karena sifatnya yang lebih subjektif dan interpretatif. Oleh karena itu, buku ini hadir untuk menyajikan panduan yang jelas, sistematis, dan praktis dalam menerapkan metode penelitian kualitatif.
... A biographical account of the processes and struggles involved in the practice of teaching cell biology allowed me to interrogate nuanced experiences of the phenomenon. This interrogation of practice is in line with Clandinin and Connelly (2000), who posited that narrative enquiry can be conducted within formal institutions, including classrooms in schools. The narrations themselves, being an analytical artefact, are accompanied by a process of reflection. ...
Az utóbbi időben a tanári szakmai fejlődés és tanulás fogalmi megközelítései egyre inkább összekapcsolódnak a szakmai identitásfejlődés témájával. Ebből a perspektívából a tanárok szakmai tanulása holisztikusabban, a „Ki vagyok én tanárként?”, „Ki akarok lenni tanárként?” kérdései, önmeghatározása mentén értelmeződik. De milyen konkrét módszerek segíthetik a képzés során a tanárjelöltek iskolai, munkahelyi tanulási folyamatokba ágyazott tanulásának és identitáskonstruálásának együttes támogatását, a tanári működés holisztikusabb értelmezését, melyben a környezet, a szereplők értelmezései, gondolatai és érzelmei is kiemelten megjelenhetnek? Tanulmányunkban erre keressük a választ. Először a szakmai fejlődés és tanulás fogalmi változását, identitásfogalommal való kapcsolatát és modelljeit elemezzük; majd a videotréning mint fejlesztő-támogató eszköz ebben játszott szerepét, a kapcsolódó kutatások eredményeit vesszük számba a képzésben való alkalmazás nézőpontjából. A témában végzett empirikus kutatásunk részletes eredményeit – a MoTel-program (Models of Teacher Learning) részeként – a Pedagógusképzés folyóirat következő számában adjuk majd közre.
The significance of considering local hidden voices in urban design projects is the central theme of this book. With the manifestation and influence of critical attacks on modern urban developments occurring during the 1960s, there have been ongoing worldwide discussions concerning the context of living place, defining the city as an image of memory and meaning (Lynch, 1960), social interaction and close social relationships (Jacobs, 1961), identity and orientation (Norberg-Schulz, 1980) amongst many other definitions, which signify the importance of the social fabric in making urban places. The disconnection existing between modern city designers and citizens seems to be the key problem in modern urban developments. As Jane Jacobs (1961, p. 15) examined an ordinary citizen’s statement, “nobody cared what we wanted when they built this place”, which illustrates this common practice. This issue of ‘sensory deprivation’, however, has ‘larger causes’ and ‘deeper historical origins’ (Sennett, 1994, p. 16). Traditional Iranian cities, as examples, have been influenced by modern urban developments [A traditional city ‘simply refers to the pattern of development that human civilization has built in for millennia’ (Price, 2013, p. 1)]. In this book, along with general historical investigations, I attempt to discover this urban transformation through the involvement with ordinary citizens’ life stories and daily activities in order to design a new urban methodology for Iranian urban studies. This book, therefore, is a social study of traditional Iranian cities using Yazd as a specific case study: how people move about the city; what manner of social relationships and facilities they engage in as opposed to those they would wish to have; what their memories tell about their living places; why some people enjoy living in the older fabrics while others prefer to live in the newer fabrics; and if there exist any interconnections between these areas. In this opening chapter, I will discuss the lack of contemporary citizen’s participations in Iran, and why Yazd was chosen for this study. Then, I will explain the designed methodology followed by using 'shoe' as a symbol of social and urban transformations.
This historical research seeks to investigate the development of the atenteben, and its inclusion in the Ghanaian school curriculum. The atenteben, is a flute which is locally produced in Ghana from the stem of a species of the bamboo plant. The bamboo is a hollow, jointed, giant, woody grass that breeds predominantly in the tropical zones. While the bamboo is usually used for furniture, housing, and other household implements, the material has been crafted into a musical instrument, atenteben, to create pitched sounds for ceremonial and entertainment activities. This study sought to trace the historical route of atenteben, and illuminate how it became integrated into the Ghanaian school curriculum. Primary and secondary sources were employed for saturated data collection. Results indicated that the atenteben was first produced and introduced into the Ghanaian school curriculum by Dr. Ephraim Amu, albeit other scholars have contributed toward the development of the instrument as well as its teaching and learning. It was recommended that while seeking standardization and industrialized manufacture of the instrument through stakeholder collaborations, colleges of education should formalize teaching and learning of the atenteben in their curriculum. Further research will explore the atenteben in other keys, and examine writings and compositions of Dr. Ephraim Amu on the instrument.
This paper uses narrative inquiry, ethnographic observations, and philosophical consideration of phenomenology to explore the role of mindfulness training, specifically a yoga-based practice, in supporting resiliency, academic achievement, and holistic well-being. Holistic well-being has become a critical and significant area of focus in education as increasing stress, anxiety and depression are resulting in both mental and physical illness, causing a significant decrease in overall resiliency observed both in students and teachers. This problem has been compounded by COVID-19, increasing use of technology and social isolation (Kush, Badillo-Giocoechea, Musci, & Stuart, 2022). It is critical to seek ontological ways of being and epistemological opportunities that consider relationality and holism to deepen our understanding of the complexity of our human experience, individually and collectively. The purpose of this paper is to offer proactive considerations to achieve well-being in our increasingly complex and overwhelming educational environments by considering the lived experience of the author as a yoga practitioner, academic researcher, and classroom educator. It begins by exploring the concept of interconnectivity and reflection on lived experience, and then it establishes a working definition for both resiliency and yoga. It then connects the key concepts of yoga practice to educational neuroscience, curriculum, teaching, and learning. Finally, it explores practical applications to teaching and learning and future research to be considered regarding resiliency, yoga, and holistic well-being.
This paper uses narrative inquiry, ethnographic observations, and philosophical consideration of phenomenology to explore the role of mindfulness training, specifically a yoga-based practice, in supporting resiliency, academic achievement, and holistic well-being. Holistic well-being has become a critical and significant area of focus in education as increasing stress, anxiety and depression are resulting in both mental and physical illness, causing a significant decrease in overall resiliency observed both in students and teachers. This problem has been compounded by COVID-19, increasing use of technology and social isolation (Kush, Badillo-Giocoechea, Musci, & Stuart, 2022). It is critical to seek ontological ways of being and epistemological opportunities that consider relationality and holism to deepen our understanding of the complexity of our human experience, individually and collectively. The purpose of this paper is to offer proactive considerations to achieve well-being in our increasingly complex and overwhelming educational environments by considering the lived experience of the author as a yoga practitioner, academic researcher, and classroom educator. It begins by exploring the concept of interconnectivity and reflection on lived experience, and then it establishes a working definition for both resiliency and yoga. It then connects the key concepts of yoga practice to educational neuroscience, curriculum, teaching, and learning. Finally, it explores practical applications to teaching and learning and future research to be considered regarding resiliency, yoga, and holistic well-being.
Keywords: holistic well-being and mental health, educational neuroscience, plasticity, resiliency, relationality and interconnectivity, phenomenology, yoga, mental health, anxiety, depression, teaching, learning
Advisors play an important role in the success of all doctoral students, but particularly so in science, technology, engineering, and mathematics (STEM) fields, where advising relationships determine funding structures and lab work possibilities. In cases where there is a mismatch between advisors and advisees, conflict can hinder students' academic progress, research expertise, and career prospects. However, relatively few institutions have clear processes to address power imbalances, creating an onerous burden for students who may risk damaging relationships and incurring unexpected consequences by raising concerns. In this critical constructivist narrative inquiry, we used self-authorship (Baxter Magolda, 1998, 1999) within a power-conscious framework of doctoral advising (Bettencourt et al., 2021; Linder, 2018) to examine how 28 STEM doctoral students made meaning of power in advising relationships Our findings demonstrate that the STEM doctoral environment heavily emphasizes external messages, which students must often negotiate within rather than move away from to succeed.
This chapter navigates and curates real-time, voiced stories from a time of uncertainty and crisis from Aotearoa/New Zealand into a narrative of its own that captures a snapshot of the era. The small island nation bore the weight of a double barrel crisis occasioned as much by unprecedented reform in higher and vocational education as by COVID-19. These twin towers of crises forced education leaders to shift uneasily from pivot to pivot, particularly in the Polytechnic sector where a single national body to be named Te Pūkenga (‘being skilled or proficient’) was implemented to absorb 16 autonomous but sometimes dysfunctional polytechnic institutions. Grounded by practitioner experiences of national governance and public-sector leadership in the time of COVID-19, the chapter recounts the effects and consequences of this unforeseen concatenation of adverse circumstances. The chapter moves beyond the rise of the pragmatic yet ideal visionary leader as represented by Dame Jacinda Ardern, to explore practitioners’ shifts in thinking and ways of working whilst outlining lessons learned for the future. Considering, too, the sector’s resolved application of the principles of the national foundation document, Te Tiriti o Waitangi/The Treaty of Waitangi, the chapter considers successful leadership traits required for the enduring pandemic era in Aotearoa/New Zealand’s imagined future. Dominant amongst these traits is the ability and willingness to communicate decisions, humility to draw on collective expertise, and authentic, not merely mandated, application of aroha (empathy, compassion). The chapter ultimately embodies a narrative case study of unsuccessful reform during a pandemic when strategic crisis leadership traits are missing in action.
Mathematical retention is crucial to learning as it determines how students can effectively recall and apply mathematical concepts and skills over time. This study explored the various narratives of students toward mathematical retention conducted at Casisang National High School (CNHS) in the school year 2023-2024. Moreover, the study used a narrative inquiry design, and five Grade 11 Senior High School STEM students participated in the study, drawn by the purposive sampling method. In gathering the data through in-depth narrative interviews, the researchers utilized a semi-structured guide questionnaire validated by two experts in the field of mathematics. The gathered narratives were then analyzed using Reissman's thematic analysis. The narratives revealed five themes, which included the Definition of mathematical retention based on students' perspectives, Mathematical Retention Opportunities, Mathematical Retention Challenges, Retention Strategies, and Remembering Practices. From the findings drawn, students may merge themselves in the proper utilization of strategies that will boost their mathematical retention. It may include listening to math-related songs, jotting and reviewing notes, associating math lessons with real-life experiences, peer-teaching, and purposeful doodling.
This study explores the life story of Jane, who has an adult child with developmental disabilities and who serves as the director of a community welfare center for people with developmental disabilities in South Korea. To this end, this study used narrative inquiry methodology. The experience of a parent was described in terms of the following themes: (i) Narrative experience as a parent in a family: The irony of life—living in a place where guilt and desire coexist, Sub theme: Building up a broader window of communication; (ii) Narrative Experience as the head of an institution: Learning betrayal and making considerations, Sub theme: Breaking free from obsession and finding genuine happiness. In South Korea, there is growing societal interest in adults with developmental disabilities and their families. In this social context, the authors of this study hope that the story of a participant like Jane will help adults with developmental disabilities, parents of children with other types of disabilities, and heads of institutions that provide care for them reflect on and have a deeper understanding of their lives, and present future visions for themselves.
Drawing on the experiences of teaching Beloved in an elite, college preparatory context, the following research paper works towards alternative approaches to teaching trauma and difficult histories. After exploring some of the limitations and applications of the education as séance approach, this paper constructs a framework for teaching difficult histories modeled after Toni Morrison’s description of The Clearing, a place of embodied, radical subjectivity, and personal transformation within a community of love and support.
In this chapter, we first establish the orientation that we take toward faculty forging, sustaining, and studying their online practice and digital identity. Second, we sketch a general portrait of higher education online teaching in the wake of the COVID-19 pandemic. Third, we operationalize what faculty’s digital identity includes as it relates to their readiness to sustain and improve their online teaching and highlight the affective elements involved in such efforts. Fourth, we operationalize emotional work and its place in studying one’s online teaching and digital identity with the aim of improving them. Fifth, we then review the fundamentals of self-study of teacher education practice (S-STEP) methodology. Finally, we provide practical tips for using S-STEP to study and improve one’s online teaching practice and digital identity. Thus, this chapter offers a foundation from which to read the self-studies included in this book.
The purpose of this study is to discuss the educational value of ‘telling the story’ and ‘improvising’ in Jacques Rancière's educational thought. The act of explication, which has been the center of existing education, presupposes the inequality of intelligence. This is nothing more than the principle of a ‘regression ad infinitum’ that absolutizes the division of knowing minds and ignorant ones, the capable and the incapable, the intelligent and the stupid. Rancière tries to focus more on less attention and lack of will, rather than low intelligence. Today, Korean students are trapped in a sense of defeat and helplessness, and rely strongly on the help of the smarter, especially school teachers and the instructors in learning centers. Rancière points that what they need is a ‘circulation of the honest languages’ and a ‘contact between will and will’. Humans can experience truthful self-emancipation only when their thoughts are filled with their own honest languages. They are all equally equipped with potentials in that they have a desire to feel and respond to languages, and have the will to communicate with them. The stories that Rancière wants to draw out in education is not the smart knowledge organized in short summaries. He hopes to hear a dynamic dissonance that resists all the principles from already-divided world. It is the most private voices of the periphery,
not the center.
[Keywords] telling the story, improvising, equality of intelligence, will, emancipation
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