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1.
This article makes a connection between narrative ethnography, childhood studies and new materialist theories in studying children's perspective on school. It presents ‘children writing ethnography’ as an approach based on complexity and involving participatory research. The question of ‘what is happening in the classroom’ is explored through writings produced in class by 10-year olds. The ‘messy’ ethnographic data are examined within the framework of narrative ethnography using the idea of ‘small stories’ that capture everyday interaction. Furthermore, both material and embodied meanings in the writings are discussed. New materialist theories and the idea of nomadic make it possible to account for the connectivity between the writings, the classroom reality, the child-ethnographers and the research, which are seen as mutually producing one another. The author suggests that engaging with children's free-flowing ethnographic writing serves as a productive way to conduct participatory ethnographic research, as well as to investigate contemporary childhoods in all their complexity.  相似文献   

2.
While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy.  相似文献   

3.
This article presents a feminist reading of a Swedish social work academic textbook as a case study. We use a discourse analytic approach and positioning theory, focusing on author positions through different story lines. The aim is to make visible how differences are created and positions of the author/reader normalised in terms of gender, race/ethnicity and class. The analysis illustrates how the organisation of the book privileges a particular story line by presenting gender research in a special section of the book and as a perspective. A neutral, unmarked author position is assumed, presented as a common ‘we’ by identifying ‘women researchers’ and ‘feminist’ points of departure as different. If the unmarked author/reader ‘we’ position appears desirable and morally superior, the clients’ gender, ethnicity and class are often openly discussed in relation to social problems, positioning them as ‘the other’. Finally there is also a story line of more critical and ambivalent knowledge positions.  相似文献   

4.
Drawing on material collected amongst Danish and Australian humanities and social science academics, the article illustrates and problematises a particular and recurring discursive practice amongst academics: ‘the conduct of concern’. Conceptualising the conduct of concern as an exclusionary and de‐legitimising discursive practice, the article offers a (mis)reading of some of the storylines and constructions it could be seen to invoke and reproduce—amongst others, the idea of the autonomous, rational academic subject. The author discusses the conduct of concern, as a particular kind of subject position and positioning, in terms of Donna Haraway's figure ‘the modest witness’. The author suggests that the conduct of concern as a readily available exclusionary discursive practice in academia ‘smuggles in’ and naturalises constructions and positionings associated with the autonomous rational subject, and participates in masking the discourse mobiliser's subjective and political investments. In that way, by appropriating the ubiquitous discursive practice academics might contribute to upholding constructions and practices they otherwise seek to disrupt.  相似文献   

5.
The focus of this article is children’s self-organisation of peer-groups through play. The play was initiated by encounters with the environment. The use of ethnographic methods in early childhood research has proved helpful to elucidate, interpret, and understand children’s experiences and the creation of meaning in their everyday lives. This inquiry draws on field notes, informal conversations with the children, and photos from a study of kindergarten children’s experiences of outdoor places and landscapes in Norway. Going out of doors together with the children regularly over a period of 10 months revealed aspects of how children’s interactions in play connect to their use of natural landscapes and its place in peer-group social organisation. The data are presented as ‘narrative maps’ and episodes written as ‘emplotted’ narratives.  相似文献   

6.
This article examines the potential and limitations of Megan Boler's ‘pedagogy of discomfort’ in a post-apartheid yet heavily racialised South Africa. Taking an ‘ethnographic sensibility’ to anthropological teaching, this paper sketches the social and historical context of discomfort produced by everyday classroom practices at a historically privileged university. This paper argues that new patterns of thought, if achieved at all in the course of learning through ‘discomfort’, are deeply embedded within uneasy social relationships.  相似文献   

7.
ABSTRACT

Education ethnographies show that observing bodies, objects and settings can illuminate previously hidden learning practices but the relational characteristics of these practices presents methodological challenges for conventional qualitative analyses. Using an example from an ethnographic study of everyday learning, I show how methods from art (specifically researcher-created drawings) can address some of these challenges. I use the concept of ‘epistemic objects’ to theorise drawings as analysis, and to show that rather than being a process of deconstruction, this analysis is constantly bringing knowledge into being. With original interdisciplinary insights from art/social science, this article problematises art in sociomaterial research and offers direction for relational analyses.  相似文献   

8.
Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which the curriculum of a science AD course is characterised using Legitimation Code Theory (LCT). Analysis of the course curriculum reveals legitimation of four main categories of knowledge types along a continuum of stronger to weaker epistemic relations: disciplinary knowledge, scientific literacies knowledge, general academic practices knowledge and everyday knowledge. These categories are ‘mapped’ onto an LCT(Semantics) (how meaning relates to both context and empirical referents) topological plane to reveal a curriculum that operates in three distinct but interrelated spaces by facing towards both the field of science and the practice of academia. It is argued that this empirically derived differentiated curriculum framework offers a conceptual means for considering the notion of access to ‘powerful’ knowledge in a range of AD and mainstream contexts.  相似文献   

9.
Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the ‘black-box’ of everyday academic work and examining the enactment of academics’ everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics’ learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning.  相似文献   

10.
本文通过对教育学学科属性问题的现有观点的比较分析,结合权威工具书以及文献分类法,认为教育学产生于人文学科,发展于社会科学,并将走向综合科学;同时提出社会科学与人文学科现已难以完全剥离,学科思维已妨碍学术交流与发展,并建议以知识生态系统的视角去考察该问题。  相似文献   

11.
Through the metaphor, “learning to teach in the ‘eye of the storm’”, a beginning teacher's experiences of teaching in one of America's diverse urban campuses become known. Three themes of global significance emerge: (1) the similarities and differences between professional learning communities and knowledge communities; (2) the morphing of ‘the eye of the storm’ into ‘a perfect storm’; and (3) the connections between shifting teacher identities and shifting school landscapes. The narrative inquiry foreshadows how the teacher's ‘story to live by’ became ‘a story to leave by’ as she worked in a urban school district riddled with massive change.  相似文献   

12.
In this article, we explore the methodological possibilities of dual observation and ‘inter‐reflexive’ interpretation as we have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. Our intent here is to understand the ways in which our particular historical, social and cultural perspectives lead us to partial yet complementary sensings, seeings, hearings and feelings in this setting, and the ramifications of this for the interpretations we bring to observational data, and the subsequent development of interpretive narrative accounts. Through an analysis of our respective narrative accounts of our first observational encounter in the research setting, and subsequent ‘inter‐reflexive’ interpretation, we seek to interrogate the ways in which a plausible, credible and believable narrative can be developed through the separate and joint analyses of storied reflexive observation.  相似文献   

13.
Hannah Arendt’s work is gaining increasing recognition in educational administration. But less has been written about her as an educator, colleague, and provocateur. Here, I explore the lasting impressions that Arendt had on former students, colleagues, and friends. This exploration is conducted through the lens of Arendtian narrative inquiry. For Arendt, narrative is fundamental to understanding lived experience, not least because stories provide us with a deeper understanding of an individual. She maintains, however, that it is the spectator, not the actor, who is better able to assess the ‘who’ of a person. Because each spectator has a particular viewpoint, I include diverse recollections that gathered together, create a silhouette of the ‘who’ of Hannah Arendt. I use the term ‘silhouette,’ purposefully, since this is not an in-depth portrait. Rather, it is an impressionistic account of the lasting effects she made on others. These lasting impressions serve to reaffirm Arendt’s belief in the value of storytelling as a powerful means of understanding.  相似文献   

14.
While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work.  相似文献   

15.
Drawing on material collected amongst Danish and Australian humanities and social science academics, the article illustrates and problematises a particular and recurring discursive practice amongst academics: 'the conduct of concern'. Conceptualising the conduct of concern as an exclusionary and de-legitimising discursive practice, the article offers a (mis)reading of some of the storylines and constructions it could be seen to invoke and reproduce—amongst others, the idea of the autonomous, rational academic subject. The author discusses the conduct of concern, as a particular kind of subject position and positioning, in terms of Donna Haraway's figure 'the modest witness'. The author suggests that the conduct of concern as a readily available exclusionary discursive practice in academia 'smuggles in' and naturalises constructions and positionings associated with the autonomous rational subject, and participates in masking the discourse mobiliser's subjective and political investments. In that way, by appropriating the ubiquitous discursive practice academics might contribute to upholding constructions and practices they otherwise seek to disrupt.  相似文献   

16.
Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience.  相似文献   

17.
Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities.  相似文献   

18.
随着新课程改革的推行,社会课作为一门综合性学科日益受到人们的关注,在综合性课程彰显其独立地位的同时,人们不禁要对课程的文化价值取向进行追问。社会课是一门融自然科学、社会和人文科学于一体的综合性学科,贴近人们的生活和经验,因此,呼吁课程回归生活世界,由"化人"的课程向"人化"的课程转变,开展人文教育,彰显本学科的人文精神,以凸现人的主体精神,是本课程开展的旨归。  相似文献   

19.
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integration policies, the author analyzes how policies and practices that ostensibly support young people’s integration enact everyday violence and coercive assimilation. Highlighting the perspectives of the young people she worked with, the author argues that state efforts to transform Muslim students into acceptable subjects of the nation-state encouraged their alienation and marginalization.  相似文献   

20.
This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education.  相似文献   

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