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Patrick, James Earle. "The prophetic structure of 1-2 Samuel." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:309e6831-242b-40c9-9271-360dd4bec2d0.
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The book of 1-2 Samuel, originally one scroll, is an episodic narrative recounting how the ancient Israelite monarchy was established around 1000 BC by the prophet Samuel and the kings Saul and David. For well over a century historical critics have sought to discern the process of its composition, proposing various conclusions with little consensus. Presently it is generally believed that several blocks of traditional material on common themes (e.g. the History of David's Rise) were brought together in the later pre-exilic period as part of the so-called Deuteronomistic History. This thesis chooses to begin with the present limits of 1-2 Samuel (without including, for example, 1Kgs 1-2), and undertakes to apply rhetorical analysis to all fifty-five chapters, episode by episode, each in its final-form position. The particular structural technique that has been discerned throughout this book is inverted parallelism with an unparalleled centre, here termed 'concentrism'. The unique contributions of this thesis are firstly a careful methodology for concentrism in Hebrew narrative, based on Hebrew poetic and oral composition and proposing specific criteria for identifying and verifying such structures. Secondly, the thesis attempts to account for the current position of every episode in the book, discerning how each contributes to the larger work as regards literary structure and rhetorical message. The resulting arrangement demonstrates an overall unity of technique and authorial perspective, focused on the themes of prophecy (hence the thesis title), deliverance from military attack, religious devotion and dynastic succession. The centre of this thesis therefore provides a detailed description of the discovered structure, one chapter for each of the book's two primary segments (1Sam 1 - 2Sam 6; 2Sam 7-24). A lengthy preceding chapter addresses various theoretical issues often raised relating to such concentric patterns (often inadequately labelled 'chiasmus'/'chiastic'). A summary chapter likewise follows the central chapters, revisiting themes of the methodology and drawing conclusions together. An initial chapter outlines past and present compositional theories, and a concluding chapter suggests further avenues of future research.
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Boström, Agneta. "Sharing lived experience : how upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful /." Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1285.
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Ebel, Sarah C. "Selling and stereoscopy reading "A Visit to Sears, Roebuck & Co." /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdweb?did=1338865461&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals a narrative analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06212007-121700.
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Miller, Allyson Glick Elisa. "Postwar masculine identity in Ann Bannon's I am a woman." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6476.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Elisa Glick. Includes bibliographical references.
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Van, der Merwe Amelia. "“Soos 'n vuil hond het ek gevoel” : shame narratives in South African survivors of chronic trauma." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85665.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Both chronic trauma and shame, as well as the relation between them, are understudied phenomena. This is despite particularly high levels of both trauma- and shame-related psychopathology in South Africa (Edwards, 2005). I conducted a qualitative study exploring experiences of trauma, shame, post-traumatic reactions and coping mechanisms in single interviews with 19 South African survivors of chronic trauma (intimate partner violence) using narrative analysis. Results from the categorical content analysis indicated that all but one participant reported a history of physical violence perpetrated by her intimate partner. Sexual and emotional violence were also reported by the majority of the participants. The most significant reported mental health outcomes were persistent fear, depression and suicidality, dissociation and somatic complaints. Coping mechanisms included religion, support from family, counselling and substance misuse. Using smiling as a mask to conceal difficult feelings and keeping occupied were cited as the most effective defenses. Shame was viewed as a social emotion, and often described as humiliation (and sometimes embarrassment), which required the presence of a mocking, hostile audience. This was interpreted in socio-cultural terms. Eleven women presented with a split self – the authentic self who admitted to a great deal of shame when asked indirectly, and the false self who was described in surprisingly positive terms. I analysed this split using categorical content analysis and narrative analysis from a social constructivist point of view at individual (clinical) level, organisational (micro-cultural) level, and broader cultural level. I used Gee’s (1991) categorical form analysis to analyse five long complex shame and trauma narratives with the aim of determining if psychic fragmentation presents at linguistic level. I also analysed three short, compressed trauma and shame narratives. The structure of the short narratives tended to be circular, erratic, disjointed, and interrupted (Scarry, 1985; Simon, 2008). The three short, compressed trauma narratives were characterised by long pauses or silences, hesitations, avoiding eye contact, hunching over, covering the face with clothes, whispering, so making the narrative almost inaudible, crying, and defensive leaning in towards me, and laughing. These women were exceptions – most women expressed an urgency to talk about their experiences in great detail. Although the longer narratives are essentially fractured chaos narratives at linguistic level, they contain predominant trauma- and shame-related themes that are consistent throughout the narratives and that remain intact in spite of the signs of linguistic disruption and fragmentation. They are, in order of narratives, 1) shame/self-blame and deservedness; 2) truth/lies and bearing witness; 3) shame, humiliation and dissociation; 4) the concealed, shame-based self, including amnesiac-like disorientation of place and time; and 5) patterns of cyclical leave-return reflecting perpetrator-instilled abandonment terror, including disorientation of time. I have argued that although language, or narrative structure, continues to mimic and reflect narrative content (fractured narratives vs fractured selves) – there is also the intriguing possibility of a disconnection between form and content; and that thematic coherence or consistency and narrative fracturing can co-occur; co-exist. There are a number of clinical features in the narratives which are either related to, or comprise diagnostic criteria for chronic trauma syndromes such as chronic PTSD and DESNOS, and intersect with shame themes in the narratives I analysed. Consequently, I argue that there is a substantial intersection or co-occurrence between exposure to chronic trauma, and trauma-related clinical symptoms, including shame, which emerge from the narratives, which without exception, demonstrate significant linguistic fracturing. In conclusion, a number of gaps in the literature were identified. Future research should triangulate methods and chronic trauma prevalence and longitudinal studies are needed both internationally and locally.
AFRIKAANSE OPSOMMING: Sowel kroniese trauma as skaamte, en die verhouding tussen die twee, is tot dusver onvoldoende bestudeer – ondanks die besonder algemene voorkoms van trauma- en skaamte-verwante psigopatologie in Suid-Afrika (Edwards, 2005). Ek het ʼn kwalitatiewe studie onderneem en die ervaring van trauma, skaamte, post-traumatiese reaksies en oorlewingsmeganismes ondersoek in indiwiduele onderhoude met 19 Suid-Afrikaanse oorlewendes van kroniese trauma (geweld in intieme verhoudings). In my ondersoek het ek van narratiewe analise gebruik gemaak. Resultate van die kategoriese inhoudsanalise dui aan dat ál die vroue in die bestudeerde groep, behalwe een, ‘n geskiedenis van fisieke geweld gerapporteer het wat deur haar ‘partner’ gepleeg is. Seksuele en emosionele geweld is ook deur die meerderheid van die groep gerapporteer. Die mees betekenisvolle uitkomste in verband met psigiese gesondheid was voortdurende angs, depressie, selfmoordneigings, dissosiasie en somatiese klagtes. Oorlewingsmeganismes was onder andere godsdiens, berading en dwelms. Om ʼn glimlag te gebruik as masker vir die verberging van pynlike emosies, en om besig te bly, is genoem as die effektiefste verdedigingsmeganismes. Skaamte is gesien as ‘n sosiale emosie, en is dikwels ‘vernedering’ genoem (soms ʼn ‘verleentheid’), wat die teenwoordigheid van spottende, vyandige toeskouers impliseer. Skaamte is in die studie in sosio-kulturele terme geïnterpreteer. Elf vroue het 'n gesplete self vertoon – die outentieke self wat 'n groot hoeveelheid skaamte erken het wanneer hulle indirek daaroor uitgevra is, teenoor die valse self wat in verbasend positiewe terme beskryf is. Ek het hierdie gesplete self geanaliseer met gebruikmaking van kategoriale inhoudsanalise en ook van narratiewe analise uit 'n sosiaal-konstruktiewe perspektief – op 'n indiwiduele (kliniese), organisatoriese (mikro-kulturele) en ‘n breër kulturele vlak. Ek het Gee (1991) se kategoriale vorm-analise gebruik om vyf lang, komplekse skaamte- en traumanarratiewe te analiseer om te bepaal of psigiese fragmentering op 'n linguistiese vlak manifesteer. Ek het ook drie kort, gedronge trauma- en skaamtenarratiewe geanaliseer. Die struktuur van die kort narratiewe was geneig om sirkulêr, wisselvallig, onsamehangend en onderbroke te wees (Scarry, 1985; Simon, 2008). Die drie kort, gedronge traumanarratiewe is gekenmerk deur lang stiltes, aarseling, vermyding van oogkontak, vooroor buk, bedekking van die gesig met klere, fluistering (sodat die narratief byna onhoorbaar geword het), gehuil, defensiewe oorleun na my toe, en gelag. Hierdie drie vroue was uitsonderings – die meeste vroue het 'n dringende behoefte laat blyk om in fyn besonderhede oor hulle ervarings te praat. Alhoewel die langer narratiewe op 'n linguistiese vlak wesentlik gefragmenteerde chaos-narratiewe is, bevat hulle dominante trauma- en skaamte-temas wat konsekwent deur die verhale aanwesig bly ondanks die tekens van linguistiese disrupsie en fragmentering. Hulle is, in die volgorde van die narratiewe, 1) skaamte/selfblamering en verdiende loon; 2) waarheid/leuens en getuienis aflê; 3) skaamte, vernedering en dissosiasie; 4) bedekte, skaamte-gebaseerde self, insluitend die amnesieagtige disoriëntering van plek en tyd; en 5) patrone van sikliese vertrek en terugkeer, insluitend 'n disoriëntering van plek en tyd – 'n refleksie van die vrees om alleen gelaat te word, veroorsaak deur die gewelddadige optrede teen haar. Ek het geredeneer dat, alhoewel taal/ narratiewe struktuur geneig is om narratiewe inhoud na te boots en te reflekteer (gefragmenteerde narratiewe naas gefragmenteerde self) – is daar ook die interessante moontlikheid van 'n diskonneksie tussen vorm en inhoud; en dat tematiese samehang of konsekwentheid saam met narratiewe fragmentering kan voorkom. Daar is 'n aantal kliniese kenmerke in die narratiewe wat diagnostiese kriteria bevat vir kroniese trauma-sindrome soos kroniese PTSD en DESNOS, en wat verband hou met skaamtetemas in die betrokke narratiewe. Gevolglik redeneer ek dat daar 'n substansiële oorvleueling of saambestaan is van die blootstelling aan kroniese trauma en trauma-verwante kliniese simptome, insluitend skaamte. Dit kom na vore in die geanaliseerde narratiewe, wat sonder uitsondering deur linguistiese fragmentering gekenmerk word. Ten slotte is ‘n aantal leemtes in die literatuur geïdentifiseer. Toekomstige navorsing behoort metodes en algemeen-voorkomende kroniese trauma te trianguleer en longitudinale studies, plaaslik en internasionaal, word benodig.
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Burger, Brian. "Exploring narratives of white male police officers serving in the South African Police Services in the Kwazulu-Natal midlands area under a new constitution a practical theological journey /." Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04032009-093002/.
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Wemm, Nancy R. "A Different View from the Pulpit: The Life Stories of Female Episcopal Priests." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1236648477.
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Han, Min Wha. "Rhetoricity of History and Narrativity of Life: A Life History Approach to the First-Generation Koreans in Japan." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1238100975.
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Quach, Thi Thu Trang Sucheela Tanchainan. "Modern women, sexual desire and pleasure in Urban Vietnam /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd388/4737928.pdf.
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Van, der Berg Louis Jan. "The experience of female cyclists participating in a cycling club at a South African university." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-113718.
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Edin, Andrea Kasten. "Roisin." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1187892789.
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Carusi, Dawn L. "Narratives of Orphaned Adults: Journey to Restoration." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1157635067.
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Pentz, Christelle Marie. "Alternative stories about a girl with autism spectrum disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4311.
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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010.ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym
AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te gee. Te veel stemme is al te lank deur navorsing stilgemaak. Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen. Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse konteks gedoen. Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede voorgestel vir toekomstige navorsingsreise oor outisme. 2 Skuilnaam is gebruik
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Alexandersson, Sandra. "Vad betyder läsfrämjande? : En kvalitativ studie över det läsfrämjande begreppets narrativa uppbyggnad på svenska folkbibliotek." Thesis, Uppsala universitet, Institutionen för ABM, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353924.
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The aim of this master thesis is to examine the Swedish term for reading promotion, läsfrämjande, and gain a greater understanding for the meanings inherent in the word. To do this, narrative theory in the form if Harding's typology of six different types of narratives arranged on a scale from general to particular has been used for the analysis.The study focuses on librarians that work with children and young adults in public libraries and their rela-tionships with reading promotion. On the surface the Swedish word for reading promotion is simple, but exam-ined closely it becomes apparent that it is in fact multifaceted. The word consists of many different narratives that interact and in different ways change and affect each other. This study has identified five different types of collective narratives connected to the word läsfrämjande. These are the democratic narrative, the narrative of qualitative litterateur, reading for the soul, the enabling narrative and the literacy narrative. Together with the other types of narratives these form the basis of the personal narrative the librarians form around their reading promotion work and the word läsfrämjande.The personal narrative connected to the word will always be unique to the individual librarian, and it is be-cause of this that the word is so hard to define. The meaning will differ in small ways between different people, but because the personal narratives are built from the same collective narratives there will appear to be consensus in the meaning.This study has been produced as a two years master’s thesis in Library and Information Science.
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Renjan, John. "A narrative journey with the homeless youth discovering the impact of economic factors in their discourses of homelessness." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09282007-130211.
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Cuerden, Barbara. "Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events"." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/19679.
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Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.
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Ochoa, Rodríguez María Alejandra. "Objetnografia. Una investigación narrativa sobre una práctica educativa en las artes." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/397803.
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La presente investigación doctoral “objetnografía: una investigación narrativa sobre una práctica educativa en las artes” apertura una indagación autobiográfica que me permite posicionarme desde una mirada docente-investigadora para emprender una acción educativa autoetnográfica que se concreta en una práctica de campo. A partir de una vivencia educativa en el aula de clase y con un colectivo de veinticinco estudiantes (25), se traza una narrativa sobre los procesos creativos y la necesidad de ejercitar la escritura en jóvenes estudiantes de las artes visuales. La objetnografía bosqueja un movimiento de indagación metodológica que nos conecta con la investigación narrativa y que nos permite transitar por una pedagogía creativa, detectando en la implicación del objeto, la memoria y las emociones que modelan, la introspección de un sujeto vinculados con las artes.This research “objetnography: a narrative research on educational practice in the arts” unfolds an autobiographical inquiry that allowed to position myself from a teacher-researcher regard in order to undertake an educational autoethnographic action on a fieldwork. Plotted from an educational lived experience in the classroom and with a group of twenty-five students (25), this narrative traces the creative process and the need to exercise the writing of young art students. Objetnography outlines a motion of methodological inquiry that connect us with narrative research and allows us to transit through creative teaching, discovering into the implication of the object, the memory and the emotions that shape the introspection of a subject related to the arts.
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Titus-Becker, Katherine C. ""Make That Gift": Exploring the stoical navigation of gender among women fundraisers in higher education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180454319.
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Edlmann, Tessa Margaret. "Negotiating historical continuities in contested terrain : a narrative-based reflection on the post-apartheid psychosocial legacies of conscription into the South African Defence Force." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1012811.
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For a 25-year period during the apartheid era in South Africa, all school-leaving white men were issued with a compulsory call-up to national military service in the South African Defence Force. It is estimated that 600 000 men were conscripted between 1968 and 1993, undergoing military training and being deployed in Namibia, Angola and South Africa. The purpose of this system of military conscription was to support both the apartheid state’s role in the “Border War” in Namibia and Angola and the suppression of anti-apartheid resistance within South Africa. It formed part of the National Party’s strategy of a “total response” to what it perceived as the “total onslaught” of communism and African nationalism. While recruiting and training young white men was the focus of the apartheid government’s strategy, all of white South African society was caught up in supporting, contesting, avoiding and resisting this system in one way or another. Rather than being a purely military endeavour, conscription into the SADF therefore comprised a social and political system with wide-ranging ramifications. The 1994 democratic elections in South Africa heralded the advent of a very different political, social and economic system to what had gone before. The focus of this research is SADF conscripts’ narrations of identity in the contested narrative terrain of post-apartheid South Africa. The thesis begins with a contextual framing of the historical, social and political systems of which conscription was a part. Drawing on narrative psychology as a theoretical framework, the thesis explores discursive resources of whiteness, masculinities and perceptions of threat in conscripts’ narrations of identity, the construction of memory fields in narrating memories of war and possible trauma, and the notions of moral injury and moral repair in dealing with legacies of war. Using a narrative discursive approach, the thesis then reflects on historical temporal threads, and narrative patterns that emerge when analysing a range of texts about the psychosocial legacies of conscription, including interviews, research, memoirs, plays, media reports, video documentaries, blogs and photographic exhibitions. Throughout the thesis, conscripts’ and others’ accounts of conscription and its legacies are regarded as cultural texts. This serves as a means to highlight both contextual narrative negotiations and the narrative-discursive patterns of conscripts’ personal accounts of their identities in the post-apartheid narrative terrain. The original contribution of this research is the development of conceptual and theoretical framings of the post-apartheid legacies of conscription. Key to this has been the use of narrative-based approaches to highlight the narrative-discursive patterns, memory fields and negotiations of narrative terrains at work in texts that focus on various aspects of conscription and its ongoing aftereffects. The concept of temporal threads has been developed to account for the emergence and shifts in these patterns over time. Existing narrative-discursive theory has formed the basis for conscripts’ negotiations of identity being identified as acts of narrative reinforcement and narrative repair. The thesis concludes with reflections on the future possibilities for articulating and supporting narrative repair that enables a shift away from historical discursive laagers and a reconfiguration of the narrative terrain within which conscripts narrate their identities.Also known as: Edlmann, Theresa
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Farell, Lozano Pau. "El lloc de l’altre a l’entramat de ser artista, docent i investigador a l’educació secundaria. Una investigació a/r/togràfica." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405986.
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El canvi que s'està coent en el context de l'educació formal, més enllà de les múltiples aproximacions teòriques de les últimes dècades, té el seu epicentre en els espais físics on tenen lloc les pràctiques educatives. En aquest sentit l'aula és un espai clau on docents i estudiants reinventen constantment el paradigma de l'ensenyament i l'aprenentatge. Sorgeixen diferents preguntes sobre l'ús dels espais, l'adequació dels recursos espacials o la influència de l'entorn físic en els aprenentatges. Hem superat els rols tradicionals de transmissió del coneixement i repetició? Han quedat enrere les classes magistrals i l'organització jeràrquica? D'alguna manera això queda reflectit en l'ús dels espais, en com viuen l'aula professors i alumnes.
Per afrontar aquestes preguntes, sovint els investigadors les abordem des de la pròpia teoria pedagògica, des docents experimentats o des d'experiències d'èxit. En aquest cas, en canvi, em vaig plantejar enfrontar-me a les incògnites que planteja l'espai educatiu, i en concret l'aula, acompanyat dels alumnes.
Aquesta investigació parteix de mi com a artista, professor i investigador. De la voluntat d'anar a més i de fer-ho millor. També té una intenció de canvi que recorre tot el text, una consciència del canvi educatiu, de formar-ne part, de la necessitat d'investigar-lo i d'impulsar-lo. Les preguntes de partida són aquestes: quin paper hi tinc jo en aquest canvi? Com està succeint? Com la meva experiència educativa em pot servir per a acostar-mi i incidir-hi?
El recorregut que m'ha portat a aquest text, a aquesta metodologia i a aquesta experiència té a veure amb la meva realitat professional i vocacional, que m'ha portat a la realització d'aquesta investigació a/r/togràfica. L'a/r/tografia és una tendència recent en investigació relacionada amb els estudis culturals que aglutina l'(A)rtista, l'investigador -(R)easercher- i el professor -(T)eacher- en una sola figura o en una acció col·lectiva. Compto amb la complicitat d'un entramat d'imatges, dibuixos, relats d'experiències personals indagades i una experiència col·lectiva amb els 6 estudiants de l'itinerari d'arts de 4t d'ESO de l'escola Ginebró de Llinars del Vallès, Barcelona. Amb ells, el maig i el juny de 2016, vam fer un recorregut pel concepte aula des de llenguatges visuals, metàfores i plantejaments propis de l'art contemporani. En aquesta investigació a/r/tografica em plantejo abordar aquestes preguntes des de les pràctiques artístiques, docents i investigadores, partint de l'experiència pròpia i del treball de camp a l'aula. Les conclusions es materialitzen en 7 imatges o cartografies de la vida de l'aula, que serveixen de metàfora o mirall de l'espai educatiu i el problematitzen, qüestionant la seva naturalesa i la seva mutabilitat.Despite the relevance of the multiple theoretical approaches developed in the last decades, the changes taking place in the context of formal education have its epicenter in the physical spaces where the educational practices take place. In this sense, the classroom is a key space where teachers and students are constantly reinventing the paradigms of teaching and learning. Different questions arise about the use of spaces, the adequacy of spatial resources and the influence of the physical environment on learning. Have we overcome the traditional roles of knowledge transmission and repetition? Have master classes and hierarchical organization been left behind? Somehow this is reflected in the use of spaces, in how teachers and students live the classroom. When addressing these questions, researchers often rely on pedagogical theory itself, on the know-how of experienced teachers and on accounts of successful experiences. In this case, however, I decided confronting the unknowns of the educational space, and specifically the classroom, in a more direct way, accompanied by the seven students of the fourth grade of ESO who chose the art modality in the Ginebró school on Llinars del Vallès, Barcelona. During the 2015-16 course, we toured the ‘classroom’ concept from the perspectives of visual languages, metaphors and approaches specific to contemporary art. In this a/r/tographical research, based on my own educational experience and the fieldwork in the classroom, I will approach these questions focusing on the artistic, the researching and the teaching issues. The conclusions are materialized in 7 images or classroom life cartographies, which serve as a metaphor or mirror of the educational space and problematize it, questioning its nature and its mutability.
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Chumacero, Ruiz Amparo Silvana. "La experiencia de las mujeres que teje sentido en la relación educativa. Una investigación narrativa." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671952.
Full textAbstract:
El presente estudio narra el camino de transformación y aprendizaje que supone ahondar en la educación como experiencia. Se trata de una investigación narrativa que, desde un enfoque autobiográfico con aportes de la fenomenología-hermenéutica y el pensamiento de la diferencia sexual, pretende profundizar en los procesos vitales que movilizan el pensamiento de la experiencia y la influencia de éste en la relación educativa. Esta indagación se dio a partir del acompañamiento a la experiencia educativa de las mujeres en el máster en Estudios de la Libertad Femenina del Centro de Investigación de Mujeres Duoda (curso 2010-2011), y de mi propia experiencia como investigadora y como profesora, junto a la experiencia de mis estudiantes, de la Facultad de Educación de los Grados de Pedagogía y de Educación Social (desde el curso 2015-2016 hasta la actualidad).
Por tanto, es un tejido coral, a varias voces, que busca atender una captación singular del mundo de la experiencia pedagógica y de sus significados (Gadamer, 1977) para posibilitar y repensar otros modos de enseñanza y aprendizaje en el proceso formativo universitario compuesto por lo que he llamado historias pedagógicas de mujeres, construidas a partir de mis diarios de campo, relatos de estudiantes y profesoras y, material recogido durante la investigación.
Utilizo la palabra historia porque es más precisa, ya que engloba sucesos, sujetos y contextos que se comparten sobre recorridos ocurridos, vividos y pensados en clave pedagógica en el transcurso de las clases. Son historias que hablan de sus/de nuestras vidas, historias que son ese “portal a través del cual una persona ingresa al mundo, y mediante el cual su experiencia del mundo se interpreta y se hace personalmente significativa” (Conelly & Clandinin, 2006, p. 477).
Las historias pedagógicas que aquí se narran invitan a pensar y profundizar el sentido de la educación y de las relaciones educativas que la sostienen y la significan. Buscan relatar el carácter vivo y libre de algunas prácticas docentes y profundizar en el estudio de la educación como experiencia, la diferencia sexual como fuente de saber y de aprendizaje, y sobre cómo el pensamiento de la experiencia deviene en aprendizaje. Para ello se pregunta: ¿qué valor educativo supone pensar la experiencia?, ¿qué sentido tiene considerar la experiencia como
fuente y como mediación para el aprendizaje?, ¿cómo se puede pensar la experiencia?, ¿por qué y para qué hacer pensamiento de la experiencia en la universidad?
El tejido de estas historias intenta dar cuenta de la experiencia que dibuja y desdibuja lugares para transitar el pensamiento, mostrando otros modos de estar en la relación educativa. Modos que se sustentan en momentos claves de la relación educativa (inicio, acompañamiento y cierre) y en cualidades como el cuidado, el reconocimiento, la confianza, el sentido del cuerpo y de la lengua que se habla, la conciencia de sí y la reflexión para acompañar los procesos de aprendizaje personales y conjuntos.This study narrates the path of transformation and learning that delving deeper into education as experience implies. It is a piece of narrative research that, from an autobiographical standpoint informed by phenomenology-hermeneutics and the thinking of sexual difference, seeks to go deeper into the life processes that are put into movement by the thinking of experience and its influence on the educational relationship. This research took place through the accompanying of the educational experience during the Master in Studies of Female Freedom at the Duoda Women’s Research Centre (academic year 2010- 2011), and my own experience as researcher and lecturer, together with the experience of my students, at the Faculty of Education in the Degrees of Pedagogy and Social Education (from the 2015-2116 academic year to the present day). It is, therefore, a choral weaving, one that seeks to pay attention to a singular catchment of the world of pedagogical experience and of its meanings (Gadamer, 1977) to make possible and rethink other ways of teaching and learning in the university formative process, made up of what I have called pedagogical stories of women, constructed on the basis of my field diaries, stories from students and lecturers, and material collected over the course of the research. I use the word story because it is more accurate, given that it includes happenings, subjects and contexts that are shared on journeys that took place, were lived and thought in a pedagogical key in the course of the classes. They are stories that speak of their/our lives, stories that are that “gateway through which a person goes into the world, and through which their experience of the world is interpreted and made personally meaningful” (Connelly & Clandinin, 2006, p. 477). The pedagogical stories that are narrated here invite us to think and look more deeply at the meaning of education and the educational relationships that sustain it and give meaning to it. They seek to relate the living and free character of some teaching practices and to go deeper into the study of education as experience, sexual difference as a source of knowledge and of learning, and, on how the thinking of experience becomes learning. In order to do this, the following is asked: What educational value does it have to think experience? What meaning does it have to consider experience as a source and as mediation for learning? How can experience be thought? Why do thinking of experience in the university and for what? The weaving together of these stories seeks to tell of the experience which brings in and out of focus places to transit thinking, showing other ways of being in educational relationship. Ways that are supported in key moments of the educational relationship (beginning, accompaniment and closure) and in qualities such as care, recognition, trust, the meaning of the body and the language that is spoken, the awareness of self and the reflection to accompany personal and shared processes of learning.
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Hormazábal, Fajardo Roxana. "La historia que nos nace. Indagación narrativa con docentes en la experiencia de enseñar historia en Bachillerato." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393950.
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Esta tesis es una experiencia de investigación que se inició en las tensiones, preocupaciones e incertidumbres de mi práctica educativa como profesora de Historia de jóvenes de Secundaria en Chile. Nace del desencuentro entre mi formación inicial docente, especialmente, de la didáctica de la Historia y la realidad que fui viviendo en las aulas a partir de la relación educativa con mis estudiantes. La necesidad de buscar nuevos significados en la enseñanza de esta asignatura me hizo decidir por la investigación cualitativa, que encontró en la indagación narrativa el modo de abordar el objetivo más importante que le dio vida a este estudio: Repensar la enseñanza de la Historia en Bachillerato desde la perspectiva, saber y reflexión que el profesorado tiene de la relación educativa.
Ha sido una investigación que ha explorado en el saber de la experiencia de docentes para conocer y comprender la esencia del acontecer del aula cuando se enseña Historia a jóvenes de Bachillerato, cuestión que ha sido sostenida por la fusión de metodología y método a través de la fenomenología hermenéutica y la narratividad. Para llevar a cabo esta exploración de sentidos, he contado con la colaboración de Jordi y Jaume, dos profesores de Historia de largo recorrido, que enseñan en centros educativos (público y concertado, respectivamente) de Cataluña en Bachillerato y me han abierto las puertas de sus aulas y de sus vidas. Emprendimos esta relación investigativa durante los cursos 2012-2013 con Jordi, y 2013-2014, con Jaume; tiempo en el cual nuestro trabajo estuvo movilizado por tres ejes estratégicos: conversar reflexivamente acerca de sus experiencias educativas; mirar sus clases, sus vidas en el aula; y, escribir la experiencia de investigación y el pensamiento que nace de estar en relación con ellos y sus estudiantes.
Toda investigación intenta, entre otras cosas, llegar a materializar algo de lo que ha encontrado en eso vivido, es decir, que eso que se ha experienciado se vuelva cuerpo. En este caso, esa materialización pasa por llevar la experiencia vivida a la palabra escrita en forma de relatos o historias que dan cuenta de un saber que nace y habita en las escuelas y que cuida un lenguaje que es propio de esos espacios educativos. Un saber que, por cierto, reconoce la existencia de un no—saber que es parte de la esencia en la experiencia educativa y que, por lo mismo, abre hacia una reflexión fructífera. Son historias de la clase de Historia contadas narrativamente, porque, por una parte, han nacido de una manifestación tan natural como habitual en la experiencia educativa que es contar, narrar lo que nos pasa; y, por otra, porque pretenden llamar a la reflexión a la lectora o al lector sobre aquellas situaciones que valen la pena pensar de la enseñanza y el aprendizaje de la Historia, para continuar dando vida a la pregunta pedagógica. Es decir, son historias que buscan abrir un modo de preguntarse por el acontecer de la relación educativa, más que cerrar con conclusiones taxativas sobre lo que debe suceder para enseñar.This thesis is a research experience which began with the tensions, concerns and uncertainties of my work as a teacher of History in Secondary Education in Chile. It is born from the disparity between my initial teacher training, especially the didactics of History lessons, the reality I was part of when teaching in classrooms and the subsequent educational relationship with the students. My need to find new meaning on the teaching of this subject motivated me to carry out qualitative research and made it possible to find, through narrative inquiry, the right way of addressing the main objective of the study: Rethink the teaching of History in college from the perspective, knowledge, and reflection that teachers have of the educational relationship. The research has explored the experiential knowledge of teachers in order to know and comprehend the essence of what happens in the classroom when Secondary students are being taught History. It has been supported by the fusion of methodology and methods from hermeneutic phenomenology and narrativity. Field work has been carried out with two teachers from Secondary Level Schools in Cataluna in the periods 2012-2013 and 2013-2014. The data collection process was based on the observation of lessons, reflective conversations, a field journal and the writing of experiential accounts. The final part of this work is centred on carrying the experience into the written word using real-life accounts and stories, illustrating the knowledge that is nurtured in and lives in the schools and which conveys a language belonging only to those educational environments. These stories from the History class are told narratively because they have been born from a manifestation as natural as it is habitual in the educational experience, which is to tell what we know. They invite the audience to reflect on those situations which are worth thinking about in the teaching and learning of History, those really giving life to the pedagogical question. In other words, they are stories which look to open up a way of questioning that which occurs in the educational relationship, rather than providing limited conclusions on what needs to happen in order to teach and learn.
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Díaz, Pacheco César Marcelo. "Procesos de inclusión social: historias de vida de inmigrantes latinoamericanos en la educación superior chilena." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673802.
Full textAbstract:
El trabajo con historias de vida surge al alero del desarrollo de las ciencias sociales en los años 20`s utilizadas como técnica y enfoque de investigación, adquiriendo sentido por su vertiente terapéutica y su afán por querer dotar de sabiduría a través de la reflexión sobre los propios aconteceres de la vida humana. Durante la última década, han sido variados los trabajos que han se vinculado con esta forma de articular las dimensiones individual y social del discurso narrativo en el modo cualitativo de investigar (Bolívar, 2017; Leite, 2011, Rosenthal, 2018). Particularmente, esta investigación cualitativa se constituye como un estudio de casos colectivo, se nutre del método biográfico-narrativo (Hernández y Sancho, 2018; Moriña, 2017) y busca comprender cómo se han desarrollado los procesos de inclusión social en un grupo de inmigrantes latinoamericanos inmersos en la educación chilena. Para esto, se ha realizado, en terreno, una ronda de entrevistas individuales y un grupo de discusión con el propósito de explorar las historias de vida de ocho estudiantes latinoamericanos, actualmente matriculados en universidades e institutos profesionales de la Región de Valparaíso, Chile.
Desde las voces de este conjunto de estudiantes no tradicionales, se busca construir el tránsito que va desde la etapa de escuela a la educación superior, y de acá al mundo del trabajo. Para ello, el análisis del corpus textual y la presentación de los resultados ha sido realizada desde una doble perspectiva (Muñiz-Terra, 2018; Verd, 2006,): sincrónico- temática y diacrónico-temporal. A partir de los hallazgos encontrados, se discute sobre los obstáculos y oportunidades presentes en sus trayectorias educativas, destacando, entre otras, el contraste entre las situaciones de discriminación vivenciadas en la etapa de escuela y los dispositivos de integración reflejados tanto en las experiencias universitarias como en sus expectativas y proyectos futuros. Si bien este estudio no es generalizable a toda una población de estas características, pretende ser representacional en un momento histórico exclusivo, en un espacio geográfico singular de desarrollo de ciertas dinámicas socioeducativas actuales vinculadas al núcleo inmigrante en Chile. A través de la reflexión sostenida, este estudio busca iluminar a quienes investigan en el campo de la inclusión educativa (Ainscow y Miles, 2009; Echeita, 2014) en perspectiva narrativa.The work with life stories arises from the development of the social sciences in the 1920s used as a technique and research approach, acquiring meaning for its therapeutic aspect and its desire to provide wisdom through reflection on the own events of human life. During the last decade, there have been various works that have been linked to this way of articulating the individual and social dimension of narrative discourse in the qualitative way of investigating (Bolívar, 2017; Leite, 2011, Rosenthal, 2018). In particular, this qualitative research is constituted as a collective case study, it draws on the biographical- narrative method (Hernández and Sancho, 2018; Moriña, 2017) and seeks to understand how social inclusion processes have developed in a group of Latin American immigrants immersed in Chilean education. For this, a round of individual interviews and a discussion group have been carried out in the field, with the purpose of exploring the life stories of eight Latin American students, currently enrolled in universities and professional institutes in the Valparaíso Region, Chile. From the voices of this group of non-traditional students, it seeks to build the transition from the school stage to higher education, and from here to the world of work. For this, the analysis of the textual corpus and the presentation of the results has been carried out from a double perspective (Muñiz-Terra, 2018; Verd, 2006,): synchronic-thematic and diachronic-temporal. Based on the findings found, the obstacles and opportunities present in their educational trajectories are discussed, highlighting, among others, the contrast between the situations of discrimination experienced in the school stage and the integration devices reflected both in university experiences and in their expectations and future projects. Although this study is not generalizable to an entire population of these characteristics, it is intended to be representative in an exclusive historical moment, in a singular geographic space of development of certain current socio-educational dynamics linked to the immigrant nucleus in Chile. Through sustained reflection, this study seeks to enlighten those who research in the field of educational inclusion (Ainscow and Miles, 2009; Echeita, 2014) in a narrative perspective.
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Meiers, Matthias. "Narrative inquiry as a form of teacher action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.
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Gavrus, Ion Alina. "Interacciones y patrones evolutivos de los caracteres de historia de vida en humanos. Influencia de los factores sociales y culturales sobre el patrón reproductivo." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673461.
Full textAbstract:
En nuestra especie, los hombres y las mujeres presentan un patrón reproductivo diferenciado: los hombres retienen el potencial reproductivo hasta edades avanzadas, mientras que las mujeres ven restringida su vida reproductiva por la menarquia y la menopausia. Los caracteres de historia de vida (LHT, del inglés Life History Traits) son aquellos caracteres relacionados con la supervivencia y la reproducción, tales como la longevidad, el período reproductivo, el número de hijos y su supervivencia. Estos caracteres están determinados por la selección sexual y están relacionados con diferentes factores ambientales.
El objetivo principal de esta tesis es ahondar en los patrones evolutivos de los LHT y la influencia de los factores sociales y culturales en el patrón reproductivo humano. La historia familiar de Hallstatt (Austria) reconstruida gracias a los registros parroquiales de nacimientos, matrimonios y defunciones de 1602 a 1900 para católicos y de 1783 a 1906 para protestantes ha permitido alcanzar este propósito. Los resultados obtenidos se detallan en tres manuscritos. En el primer manuscrito se evaluó y comparó la heredabilidad de los LHT y de los caracteres morfológicos (MT); en el segundo se compararon la supervivencia y la reproducción de los católicos y los protestantes para determinar la influencia de la religión sobre los LHT; mientras que en el tercero se analizó la influencia de factores ambientales y de historia de vida sobre la supervivencia infantil a un año.
En el primer artículo, los LHT mostraron una baja heredabilidad (h2) en comparación con los MT debido a una alta influencia de los factores ambientales en los LHT. En el segundo trabajo, se observaron diferencias entre católicos y protestantes en cuanto a la mortalidad y supervivencia, seguramente debido a diferencias a nivel socioeconómico entre los miembros de ambas congregaciones. Y, finalmente, en el tercer manuscrito, se destacó el papel fundamental de la supervivencia de la madre en la supervivencia del niño al año así como de otros factores relacionados con la historia de vida y factores ambientales.
En conclusión, la baja heredabilidad de los LHT sugiere un papel relevante de los factores ambientales en los mismos, sin descartar su potencial evolutivo. La religión como indicador de estatus socioeconómico ha jugado un rol significativo en la supervivencia y el patrón reproductivo de los habitantes de Hallstatt durante los tres siglos estudiados.In our species, men and women present a differentiated reproductive pattern: men retain reproductive potential until advanced ages, a fact that enable them to increase fitness in old ages, while women have their reproductive life restricted by menarche and menopause. Life history traits (LHT) are related to survival and reproduction, such as longevity, reproductive period, the number of offspring and their survival. These traits are determined by sexual selection and are related to different environmental factors. The main objective of this thesis is to address the evolutionary patterns of LHT and the influence of social and cultural factors on the human reproductive pattern. Familiar history of Hallstatt (Austria) reconstructed thanks to the parish records of births, marriages and deaths from 1602 to 1900 for Catholics and from 1783 to 1906 for Protestants has enabled this purpose to be achieved. The results obtained are detailed in three manuscripts. The first manuscript evaluated and compared the heritability of LHT and morphological traits (MT); the second compared the survival and reproduction of Catholics and Protestants in order to determine the influence of religion on LHT; while the third analyzed the influence of environmental and life history factors on infant survival. In the first manuscript, LHT showed low heritability (h2) compared to MT due to a high influence of environmental factors. Regarding the second manuscript, differences between Catholics and Protestants in terms of mortality and survival, were probably due to differences at the socioeconomic level between the members of both congregations. And, finally, in the third manuscript, the critical role of the mother's survival in infant’s survival at one year was highlighted, as well as the influence of other factors related to life history and environmental factors. In conclusion, the low heritability of LHT suggests a relevant role of environmental factors on them, without ruling out their evolutionary potential. Religion as an indicator of socioeconomic status has played a significant role in the survival and reproductive pattern of Hallstatt inhabitants during the three centuries studied.
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Spicer, Malory E. "Digital Animation as a Method of Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437499872.
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Shipe, Rebecca L. "Creating productive ambiguity| A visual research narrative." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700162.
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The purpose of this dissertation was to examine how I can facilitate experiences with art that promote "productive ambiguity," or the ability to transform tensions that disrupt our current understandings into opportunities for personal growth. Ambiguity becomes productive when our encounters with difference stimulate curiosity, imagination, and consideration of new possibilities and perspectives. While employing a multi-methods practitioner inquiry that combined elements of action research, autoethnography and arts based research, I addressed the following questions with a voluntary group of fifth grade research participants: How can I facilitate experiences with art that promote productive ambiguity? How do my students interact with the various visual content and instructional strategies that I develop and implement? How might these interactions inform my future teaching practice, and how does my own reflective visual journaling process inform my research? In addition to employing reflective sketching to document and analyze data, I also presented research findings in the form of a visual research narrative.
My analysis of research findings produced the following teaching strategies for facilitating meaningful experiences with art that promote productive ambiguity: (a) Use an inquiry approach to instruction as much as possible in order to position students to actively navigate the space between the known and unknown while seeking fresh understandings rather than passively accepting new information. (b) Explore how new concepts or themes relate to students' lives in order to situate unknowns in relation to their present knowns. (c) Aim to balance structure, flexibility and accountability while developing and implementing curricula. This promotes productive ambiguity as both teachers and students negotiate their pre-conceived ideas or plans and push themselves to respond to challenges encountered within their immediate environment. (d) In order to avoid unnecessary confusion, explicitly state that students should takes risks while generating new ideas rather than identifying a pre-existing solution. (e) Finally, ask students to identify why skills and knowledge generated during these activities are valuable in order to promote meta-cognition of how this ambiguous space can become more productive.
In addition to these practical findings, research participants agreed that sharing their interpretations of visual phenomena with one another enabled them to understand each other better. I also discovered the ways in which productive ambiguity emerged in the spaces in between my teacher/researcher/artist roles when I perceived challenges as prospects for personal transformation. As a whole, this dissertation exhibited how relational aesthetics and arts based research theories translated into my elementary art classroom practice while simultaneously integrating these concepts into the research study design and presentation.
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Haq, Katherine Shands. "Positioning of Homeless Adolescents towards Literacy and Life| An Ethnographic Narrative Inquiry." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823480.
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Young people who are homeless or runaway encounter numerous barriers in obtaining an education (Milner,2013). Concurrently, their schooling experiences have been restricted by neoliberal policy initiatives that have muted investments in building an engaged US citizenry, moving curriculum from content to skill-based learning (Au, 2013). Since civic opportunities for young adults in marginalized communities are not often available and unevenly distributed across social class and race/ethnicity (Ginwright, 2010), participants and I co-created a youth activism club with participants to gain a fuller, more nuanced understanding of the intersection of literacies, civic engagement, and homeless urban youth aged 16-23.
This study draws upon positioning theory and narrative inquiry and works to uncover the ways young people of color who frequented the Scope Resource Center (SRC) for Homeless and Runaway Youth positioned themselves towards critical literacies and as activists in their communities.
Primary findings indicate examinations of power structures morphed as participants expanded critical thinking outwardly over time, moving from micro, through mezzo, and into macro level questioning. Participants engaged in dialogue around texts resulting in intertextual multiliterate positioning and associations were made between critical YA texts and embodied civic action, enabling participants to position themselves as cultural critics and resisters of the status quo. Data suggests established adolescent civic engagement indicators (Flanagan & Levine, 2010) need to be adapted and expanded to include indicators linked to new literacies and online spaces that helped participants position themselves as active, engaged citizens.
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Anderson-Thompkins, Sibby. "Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/44.
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This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars suggest that the scholarship of faculty of color is often resisted, rejected, devalued, or subjugated by the dominant political regime in power. Further, research suggests that scholars of color and the race issues they examine are often the targets of a biased scrutiny within the academy. The results of this study reveal that race research carries potential personal and professional risks. Some of these are anticipated, others not. The results further support the importance of CRT concept of counterspace as both a coping strategy and a form of intellectual insurgence for race scholars within the academy. In addition, findings suggest that the impact and intersection of culture and language affect the experiences of scholars of color in significantly negative ways. Mentoring generally, and specifically amidst the politics of publishing, is very important to the scholar of color and is often the difference between success and failure. Also, micro-aggressions and racial subjugations, such as the assignation of Other seem to operate as a way to devalue the scholars and the research work they do. Finally, implications for better support for graduate students and emerging scholars are clearly evidenced.
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Yang, Weijia, and 楊維嘉. "Understanding scholarship of teaching and learning : a narrative inquiry into a community of university teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211123.
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This thesis inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this thesis extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community.
This study involves four university academics who are ready to cultivate a SoTL community. They become learning associates for one another, as they went beyond merely sharing concerns and practices about teaching to reach collaborative inquiry into their perceived problems. In response to new circumstances, the SoTL community evolves from an initial grouping of four to increased membership in the formal structure of the system.
Narrative inquiry is adopted as the basis for research methodology. Data are collected via ethnographic observation of community meetings, writing correspondence and documentation. The study is naturalistic, collaborative and developmental by nature, enacted within Clandinin & Connelly’s narrative inquiry space along three dimensions (2000). The richness of the narrative experiences and the salient details of the community learning are organized into four narrative profiles, and each carries consistently three progressive steps, followed by the summary of narrative analysis, and concluded with an overview.
From teachers’ lived experience in the SoTL community, the adapted framework by Huber & Hutchings is validated, showing that (1) inquiry evidence is multiplied through sharing dynamics; (2) teaching problems are re-defined from diverse resources through collaborative inquiry; (3) changes in teaching as a SoTL initiative are experimented; and (4) learning relationship is woven for further development in the community of inquiry. The study extends understanding of “personal practical knowledge” (Connelly, Clandinin, & He 1997) from moral and intellectual dimensions to shed light on the development of teachers’ personal practical knowledge in the SoTL community. Morally engaged, teachers not only fasten their commitment to teaching improvement, but also become aware of ethical dilemmas with readiness to tackle them. On a moral ground, teachers are empowered to make intellectual progress. They are capable of cultivating an authentic, critical, moral self to withstand the external pressure. They acquire growing competence to address the complexities of teaching and learning, from which to harvest context-specific knowledge. In conclusion, the study presents an alternative paradigm of SoTL for teachers to strengthen their capacity and learn together for professional development.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Billington, Kate. "A narrative inquiry into the experiences of teenage males 'missing education', and their experiences of involvement in narrative research." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702881.
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Varnado-Johnson, Chantrelle D. "A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2509.
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The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided.
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Queair, Edward C. "Children of the U.S. Military and Identity: A Narrative Inquiry into the "Brat" Experience." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch152935050794055.
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Richter, Desi. "Singing Their Stories: A Musical Narrative of Teaching and Testing." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2532.
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This musical, arts-based educational research describes the lived experiences of four K-12 New Orleans educators who believe that end-of-year standardized tests hinder their ability to teach in ways they believe are best. Using songwriting as a form of data elicitation and narrative restorying, this study documents the lived experiences of teachers who have experienced test-related cognitive dissonance. While curricular narrowing and other test-related practices have been studied in many contexts, the perspectives of New Orleans teachers are barely documented. Thus, this study fills a content gap in the testing literature. Musically restorying the data contributes to the accountability literature in three main ways. First, restorying the data as song renders the findings evocatively — that is, in ways that capture the emotion with which the data was originally imbued. Second, because this study is performative (the results were sung live in the community), the opportunity exists to ignite a local conversation aimed at helping teachers navigate testing/teaching conundrums. Finally, as music is one of the least utilized forms of art-based research, this study fills a methodological gap in the arts-based research repository.
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Adams, David Martin. "When being professional means becoming myself : towards integrity and presence in practice." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551.
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This thesis seeks to elaborate the inner qualities of integrity and presence in professional practice. It is offered as a contribution to the growing body of literature that shifts the emphasis in professional development from the transfer of skills and knowledge to the transformation of practice. Professional education has been viewed as the acquisition of the knowledge and skills required to address the presenting problems of daily practice. It has been assumed that the answers to these problems can be identified, codified and passed on to others, resulting in a kind of professionalism by protocol. But, as Dreyfus & Dreyfus (2005) have pointed out, there is a qualitative shift in the practice of experts when compared to novices and beginners. The expert evidences a deliberative skill that does not rely on the application of protocols but on extensive case by case experience. Indeed professionalism may be understood as the quality of practice that is evident at the very moment when protocols no longer apply (Coles 2002).Professional practice is not a simple concept as Kemmis (2006) has shown. The thesis contributes to this field by suggesting that professionalism is acquired through prolonged inquiry into the contingencies of quotidian practice and that this shapes the inner qualities the practitioner brings to their practice. It is offered as a first person inquiry (Reason 2001) that probes fractals of my own professional practice over a five year period. In telling my personal story, I give an account of an emergent methodology that engages with action research and narrative inquiry. A narrative mode of knowing (Bruner 1986) notices the complex, many sided and sometimes conflicting stories of professional life resulting, not in a set of propositional claims, but in an account that provides the reader with the imaginal space to enter the process and participate, with me, in making sense of professional practice.
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Traeger, James Robert. "On 'Mentshlichkeit' : an inquiry into the practice of being a good man." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520329.
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Mentshlichkeit – Yiddish for the ‘art of being a good hu(man)’ - is offered as an invitation to participate in practices that may have the power to dispel the haunting of a ‘hegemonic masculinity’ (Connell 1995). Inspired by ‘Action Research’, what Reason & Bradbury call inquiry into the ‘quality of our acting’, the author uses futuristic narrative, interwoven with discussion and dialogue, to see if it is possible to reflect and act generatively, as a man who is mindful of feminism’s challenge that ‘the personal is political’ (Reason and Bradbury 2001). Within a post-modern discourse, the author heads towards the irony and discomfort to be found in a text that explores goodness and masculinity in the same breath. But he is not alone, like some hero on a quest – rather he is inspired by the voices of challenge and support he hears in the course of his roles in diverse communities: as a Jew, a facilitator/consultant at Roffey Park Institute and a father. It is my intention to playfully invite you into this story; to see if it moves you, if it usefully meets your own experience and helps you consider your own action, within the paradoxes and dilemmas you face. Too often we can disappear within the words we write. It is my intention to ‘show up’, and as a man to meet the challenge of feminism, to live within this territory and act with some awareness of its contours. The characters in this story are inspired by the people I encounter, who remind me I am not ‘selfmade’, and that we men, in the words of Philip Corrigan, may usefully ‘re-member our bodies’ (Corrigan 1988). Ultimately this is a human-scale story, designed to provoke good conversations. I look forward to hearing what you would like to discuss.
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Hart, Penny. "Investigating issues influencing knowledge sharing in a research organization, using the Appreciative Inquiry Method." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/investigating-issues-influencing-knowledge-sharing-in-a-research-organization-using-the-appreciative-inquiry-method(aa5f11de-b7f4-43a9-9b2a-fb0bf8b54564).html.
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This research contributes to the literature on the subjective experience of knowledge sharing from the perspective of those actively engaged in it. The sharing of knowledge in organizations is influenced by interconnecting factors, including organizational mission, the use made of information technology, and the motivation of individuals. Much of the existing literature takes a reductionist approach to investigating these, treating knowledge as an asset and humans as rational beings. A research organization provides knowledge services to its clients, in which knowledge is viewed both as an asset and as praxis, both aspects being used to meet the organization’s remit and help justify its continued existence. An officially mandated culture of knowledge sharing is promoted to motivate staff to develop and exploit the organization’s knowledge capability. Despite this, knowledge sharing has not been optimised. The Appreciative Inquiry Method, an interpretivist action research method from the “enquiry” tradition, was deployed amongst participants from the organization to help them give up their thinking the effectiveness of their knowledge sharing practice and their ability to improve it. This made possible a synthesis of the situation based on their shared understanding. The PEArL framework was used throughout to reflect on the conduct of the research. The contribution of the research is in supporting and extending findings in the literature from an interpretivist perspective. The importance of knowledge-as-practice was affirmed, together with tacit knowledge possessed by individuals. Knowledge sharing is affected by the low value placed on knowledge-as-practice by the organization’s clients, which affects staff motivation and the way self-efficacy is expressed. The undervaluing of knowledge-as-practice influences pre-existing, informal knowledge subcultures, which subvert the formal knowledge sharing culture. The participants’ power in the situation is limited to providing the executive with a case for maintaining knowledge as practice, to encourage a culture of motivation to share knowledge and to increase access to sharing mechanisms. The contribution includes support for the importance of the “relationship” component of the PEArL framework.
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Henderhan, Cody J. "Toward Reconceptualization and Research: Intersections of Pedagogies of Visual Culture in Art Education and Narrative Epistemology." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276806434.
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Salay, Joanne K. MS. "A Narrative Inquiry of Volunteer Experiences at a Midwestern Equestrian Facility For Individuals With Disabilities." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1259024444.
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Kegley, Michele Dawn. "Socio-Economic Stability and Independence of Appalachian Women." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327600618.
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Moats-Gallagher, Charlotte. "Arab/American Relations and Human Security, Post-9/11: A Political Narrative Inquiry." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1281108796.
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Crawford, Betsy Lou. "Lights up when plugged in, the superpower of disability: an arts-based narrative." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/36212.
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Doctor of EducationDepartment of Special Education, Counseling and Student Affairs
Warren J. White
The purpose of this case study was to explore how two people with language-based learning disabilities, who have graduated from Masters of Fine Arts Master’s (MFA) programs describe their coping mechanisms, career aspirations, and identity development as a result of being involved in the creative arts. This qualitative study was conducted with purposeful and criterion-based sampling. The participants must have graduated from a MFA program with a focus on a studio art and have a language-based learning disability. Arts-based narrative inquiry research was used to explore the manner in which each participant negotiated their path through multiple educational settings from K-12 to a terminal master’s degree. The participants’ narratives were articulated using a Bildungsroman format to share their coming of age story as their identities developed. Findings indicate the participants with language-based learning disabilities used multiple coping mechanisms to negotiate their path through the education settings they encountered as they grew into adults and completed terminal MFA degrees. They relied on extra time, isolation, help from others, and their creativity in an attempt to hide their language-based learning disabilities. The study raised implications about the amount of support students with learning disabilities have at each level of education. It also raised questions about what help students with disabilities need for long term success as they transition from one level of education to the next, this includes mental health support.
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Williams, Kyle. "On the Move: Storying the Authentic Leadership Development of Millennial Gay Men." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/5.
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This study used Arts-based research and Narrative Inquiry to explore the rural-urban transition experiences of three high-achieving millennial gay men. Using Clandinin’s (2013) narrative commonplaces of temporality, sociality, and place as frames for understanding each participant’s individual story, the study utilized The Listening Guide (Gilligan, 2015) to illuminate participants’ experiences related to identity development, sense of community, queer migration, and authentic leadership development. In addition to the individual narratives, story threads or themes present in one, two, or all three narrative portraits were analyzed and discussed. The data also included found poetry and original poems written in the style of George Ella Lyon’s (1999) I Am From poem.
The study examined the authentic leadership development of the participants and advanced arts-based research through a discussion of the personal, practical, and social justifications of the methodology broadly, and this study in particular. The significance of this study is directly related to the social justifications of theoretical contributions and a social justice orientation. By engaging in the research, the participants told their stories in this way for the first time and gave voice to their past experiences and illuminated the implications of these experiences on their current roles as junior faculty members and administrators in higher education.
The narrative portraits and poetry serve as counter-narratives to those of white, straight men which are most often privileged in the academy and beyond. This study demonstrates the usefulness and rigor of using narrative methods to gather and share stories about 1) transitioning between rural and urban places, 2) the experiences of a subset of the millennial cohort and life-course development, 3) and the development of authentic leadership. Each participant expressed a passion and purpose for more socially just classrooms, campus environments, and community spaces, and each participant incorporated this purpose in his teaching, research, and practice in his own way. As more millennial gay men assume leadership positions in universities, board rooms, and city halls, ABR creates the potential capacity for a new generation of public leaderships to usher in societal shifts reflecting a changing America.
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NOVELLO, NOEMI. "The Quest for Integration in Mixed Methods Inquiry: A Research Synthesis on Mixed Methods Studies in Social Sciences." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241259.
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Nel campo dei mixed methods nella ricerca sociale, l’integrazione può seguire due possibili logiche generali: una prospettiva di complementarietà, secondo cui com binare strategie qualitative e quantitative sarebbe un tentativo di arricchimento informativo – per ottenere una comprensione più completa di un determinato fenomeno sociale – e una di convergenza, che pone l’attenzione sulla possibilità di superare il bias legato a singoli metodi, attraverso l’integrazione. Mentre il primo punto di vista sembra piuttosto aproblematico, sia da un punto di vista teorico che nell’implementazione empirica, la convergenza sembra porre maggiori sfide
metodologiche, soprattutto nell’elicitazione di “meta-inferenze”. Questa tesi di dottorato propone una sintesi di ricerca metodologica di studi che utilizzano un approccio mixed methods alla ricerca sociale. Le domande di ricerca sono relative alla concezione, implementazione e legittimazione epistemologica della questione dell’integrazione all’interno della comunità accademica degli studiosi che si avvalgono di mixed methods nella ricerca sociale. Varie strategie di analisi sono state utilizzate per rispondere agli obiettivi di ricerca: l’analisi automatica del contenuto di articoli pubblicati in riviste accademiche; l’analisi delle reti citazionali degli stessi paper; alcune interviste semistrutturate a esperti nel campo e la relativa analisi tematica, nell’ottica di un’esplorazione più approfondita del punto di vista delle/gli autrici/ori sull’integrazione, nonché come modalità di indagine delle tematiche legate all’epistemologia.Mixed methods studies in social inquiry may follow two main perspectives on integration: on the one hand, complementarity seeks an information enrichment, a fuller and more comprehensive picture on a social phenomenon; on the other hand, convergence focuses on the chance of overcoming single methods’ bias through mixing. While the first approach results rather unproblematic – both theoretically and empirically – convergence seems to pose additional challenges, especially in the elicitation of “meta-inferences”. This dissertation presents a methodological research synthesis of mixed methods studies in social inquiry. Research questions are related to understandings, implementation and epistemological legitimization of integration within the academic community of scholars applying mixed methods in social sciences. Diverse research strategies were implemented, in order to answer to research objectives: automated content analysis was performed on articles published in academic journals; citation network analysis was applied on references lists of the same papers; semi-structured interviews with experts and the related thematic analysis were helpful to address scholars’ points of view on integration, as well as a modality to explore paradigms and epistemological issues.
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Vila, Guevara Adriana. "Reflejos de un making of. Una etnografía del proceso creador de la película “Belén”." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/460802.
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La antropología (en paralelo con la sociología, la historia y la psicología) se ha interesado a lo largo de su historia por la construcción biográfica como referencia pero también como fin para el estudio de las estructuras sociales. En torno a ello han surgido reflexiones sobre cómo se construye la representación de sí mismo (quién se es y quién se fue: historia de vida y de recuerdo) como un acto performativo. Este estudio parte del análisis de los elementos que componen la historia de vida y muerte de una mujer: Belén María Palacios, para encontrarse con la realización de un retrato cinematográfico. En este sentido el objetivo general de esta investigación es el estudio reflexivo del proceso completo de realización de la película, enfocado en el análisis no sólo de las distintas etapas de su construcción (trabajo de campo, desarrollo de guión, producción, postproducción y distribución), sino también los dilemas teóricos, empíricos, éticos y estéticos, de cada una de sus fases de exploración y creación. Tanto los objetivos como la metodología se van delineando transversalmente y en transformación a lo largo de la tesis, en cuanto categorías que se redimensionan en simultáneo al reconocimiento de un proceso de mutación de su autora. El carácter reflexivo de la investigación y del discurso de esta tesis se dirige a entender que el intento de construcción biográfica de “Belén” va de la mano de una autoetnografía del proceso, reconociendo la función de las experiencias personales durante el trabajo de investigación, y cómo su análisis puede convertirse en parte del aporte epistemológico. En este sentido una de las hipótesis de este trabajo se funda en que la antropología y el cine tienen en su realización proyectual muchos traumas en común y en el tránsito de este lugar compartido se puede profundizar la comprensión de sus etapas procesales.This study exposes several theoretical and epistemological challenges that have been raised both in the field of anthropology and filmmaking, contextualized in the creation of a film portrait. Based on the analysis of the elements that conform(ed) the story of life and death of Belén María Palacios, also known as the “queen of quitiplá”, this study deals with the concepts of authorship, creation, imagination and representation as a performative act. The general objective of this research is the reflexive study of the complete process of making a cinematographic portrait, focused on the analysis not only of the different stages of its construction (field work, script development, production, postproduction and distribution), but also the theoretical, empirical, ethical and aesthetic dilemmas of each of its phases of exploration and creation. The objectives and the methodology are delineated transversally and in transformation throughout the thesis, in terms of a series of categories that are outstretched simultaneously to the recognition of a process of personal transformation of the author. In this sense, the creation of the film rather than being the result used to illustrate the description and analysis of data, became in itself an object of study, dragging the author into becoming another subject of study. The reflective nature of this research shows how the attempt of composing the film portrait "Belén" goes hand in hand with an autoethnography of the process, recognizing the function of personal experiences during the research work, and how its analysis can become part of the epistemological contribution. In this sense, one of the hypotheses of this work is based on the fact that anthropology and cinema have many common traumas in their projective realization and in the transit of this shared place, the understanding of their procedural stages can be developed.
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Graham, Nina. "Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5027.
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This work was possible through the support of my personal and professional families. Personally, my husband Brad was my continual encourager through each phase of this journey. This accomplishment is as much his as mine. Also, through this process I feel I have matured at the hands of the Lord through His careful, peaceful leading within the many nuanced steps of completing the doctoral program. Professionally, the ladies forming my doctoral committee have been more than advisors, but mentors. Their thoughtful counsel helped me feel capable throughout the many phases of becoming a researcher and scholar, yet they offered insight always with attention to the aspects of life that keep us whole outside of our work
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Ghani, Faadia. "Gendered Emotional Manipulation: An Investigation of Male and Female Perceptions of the Player Identity in Romantic Relationships." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20375.
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Although interpersonal communication studies have focused on various aspects of interpersonal relationships, research on the player identity and gendered emotional manipulation in romantic relationships has received little attention. This narrative research inquiry was undertaken to explore perceptions of men and women related to the player identity and gendered emotional manipulation. This investigation used social construction as a theoretical perspective to understand three areas of investigation that include: the existence and relevance of the player identity, the player’s relation to emotionally manipulative behaviour, and the connection between socially constructed gender conventions and the player identity. Hesse-Biber’s (2006) feminist interviewing approach guided semi-structured interviews with six male and six female participants. Respondents reported the existence and relevance of the player identity in romantic relationships today, connecting this identity to emotionally manipulative behaviour, as well as relating this identity to traditional gender conventions. Finally, implications for men and women in romantic relationships today and future areas of research are discussed in light of these findings.
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Brennan, Jean. "Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19908.
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This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of learning mathematics as my main data collection method I began to understand the view of mathematics that my students were constructing as they negotiated the complicated terrain that I know as the mathematics classroom. This method of student stories to communicate student voice was selected by me to allow the students the freedom to express themselves in a variety of comfortable, differentiated formats. My methodological approach evolved as the action research phases progressed, allowing for methodological inventiveness (Dadds and Hart 2001). This was a deliberate decision by me so that my research progress could be best served by a suitable methodological approach. The end result was a qualitative study that embraced a living theory model of action research (McNiff 2013), where practitioners can develop their own personal theories of practice (Whitehead 1999). Within this action research structure I used a narrative approach, considering narratives both as a data collection method and as a transformative phenomenon. Using the ideas of narrative research for data collection, I facilitated storytelling workshops with my students, collecting stories to inform the research interest. In this research, using narratives was also considered as a phenomenon because of their influence in allowing authors to model and re-model their experiences through their stories. I found that considering narrative as phenomenon complemented and supported a portraiture methodological stance (Lawrence-Lightfoot 2005). Narrative as a phenomenon also became apparent by the influence the student stories had on my 9 ability to understand my classroom and my subsequent teaching practice. To analyse the story data I utilised the ideas of Anderson (2011) who developed a transpersonal research method that incorporates the researcher's intuition, emotional and personal capacities into the research process. By using a multi-method approach of thematic analysis, symbolic interactionist perspective, input from colleagues and my reflexive intuition, I formed an analysis of the data that could be used to look at similarities and trends in the student stories. In addition, working with the student stories encouraged levels of empathy between the reader and the student author that transformed classroom practice and understandings. There are several ways that this thesis can contribute to practice. Firstly this research develops a pedagogical tool that encourages student voice, celebrates individuality and helps create an approachable interface between mathematics teacher and student. Secondly, it models how this way of working could be used to inform the practice of the classroom teacher by developing a deeper understanding of their students. Thirdly, the identification of particular themes is invaluable to subject department development and planning, and these themes can feed into a department and whole school ethos. Finally, it models a form of action research that encourages critical reflexive practice and utilises the knowledge, experience and intuition of the researcher with the sole purpose of improving the experiences of their students.
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Bird, Jennifer Lynne. "Writing A Teaching Life." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1112972755.
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